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 Historical sketches of education In Mich 
 
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Cornell University 
 Library 
 
 The original of this book is in 
 the Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924031757952 
 
4?I5-.^ ,>>-.^v 
 
 JOHN D. PIERCE. 
 
HISTORICAL SKETCHES 
 
 EDUCATION IN MICHIGAN. 
 
 Written and Compiled 
 
 BY W. L. SMITH. 
 Deputy State Superintendent of Public Instruction. 
 
 1880 
 
 LANSING: 
 W. S. GEORGE & CO., STATE PRINTERS AND BINDERS. 
 
 1881. 
 
/CORNELL^ 
 
 university! 
 
 LIBRARY 
 
TABLE OF CONTENTS. 
 
 Page. 
 
 Introddctoky : 2 
 
 Organic Laws: 3 
 
 The Common Schools: 
 
 Early History . ^ 7 
 
 Territorial Legislation, IX 
 
 Organization of the School System, 13 
 
 Development and Growth of the System, 17 
 
 Secondary Education: 
 
 Branches of the University, 39 
 
 Incorporated Academies and Seminaries, 44 
 
 Public High Schools, 49 
 
 Higher Education: 
 
 The University of Michigan, 57 
 
 The State Agricultural College, 78 
 
 Denominational Colleges, 83 
 
 Professional Training of Teachers: 
 
 The State Normal School, 97 
 
 Teachers' Institutes, 102 
 
 Pedagogy in the State University, 107 
 
 Miscellaneous, 109 
 
 Education in Charitable, Reformatory, and Penal Institutions: 
 
 State Public School for Dependent Children, Ill 
 
 Michigan State Keform School, 114 
 
 State Reform School for Girls, 119 
 
 Institution for the Deaf and Dumb, 121 
 
 Michigan School for the Blind 123 
 
 Miscellaneous 124 
 
iv TABLE OF CONTENTS. 
 
 Page. 
 
 State Scpkrvision: 
 
 Legislation, 127 
 
 Superintendents, 129 
 
 Deputy Superintendents 137 
 
 Teachers' Associations : 
 
 Early Conventions and Associations, 139 
 
 State Teachers' Association, 139 
 
 Other Associations, • j-, 1^1 
 
 Miscellaneous : 
 
 School Libraries, 153 
 
 Educational Periodicals 153 
 
 Special and Private Schools 157 
 
 Conclusion, 157 
 
HISTORICAL SKETCHES OF EDUCATION H MICHIGAN. 
 
 INTRODUCTORY. 
 
 In every department of life it is useful, at times, to review the past, in order 
 that we may properly understand the present, and be better enabled to make 
 intelligent advancement in the future. Believing that a retrospective view of 
 the progress of education in the State of Michigan would be conducive to good, 
 these sketches, which are largely a compilation from various reliable sources, 
 have been prepared. 
 
 It is a source of gratification to every friend of American institutions that 
 changes of power in the political departments of the government bring with 
 them no diminution of interest in relation to the instruction of the rising gene- 
 ration. Education is a subject of paramount importance with all, differences 
 of opinion existing only as to the modes by which the widest blessings may be 
 bestowed, and the most enduring results secured. It is a peculiar characteristic 
 of the American people, and more especially of that portion by whom, for the 
 most part, the states of the Northwest were settled, that they have ever con- 
 tributed of their means, whether scanty or ample, for the benefit of education, 
 with a liberality and zeal which deserve our gratitude, and which will forever 
 deserve the gratitude of posterity. The early settlers of our common country 
 were willing to stint themselves, and to submit to every hardship incident to their 
 settlement on the shores of a new world, that by these means future generations 
 of men might find no excuse for the encroachments of ignorance and vice and 
 despotism, in their neglect to provide for the means of universal free education. 
 It was the sagacity and forethought of such men, which, by an ordinance of 
 the Congress of the Confederation, in 1785, laid the broad foundation of free 
 education in the munificent appropriation of the one-thirty-sixth part of the 
 public domain for the use of schools forever. There were few at that time, in 
 
2 EDUCATION IN MICHIGAN. 
 
 the vast region ive now inhabit, who could be the recipients of the benefits 
 ofEered by that ordinance. Neither as yet had the strong arm of the govern- 
 ment been thrown around the settlement of the country to secure its protection. 
 It still remained for the Ordinance of 1787, providing for a temporary govern- 
 liient of the territory, to give to the previous act its first impulse and to infuse into 
 it its first vitality. By this ordinance the provisions of the grant of 1785 were 
 respected, and it was further declared that "religion, morality and knowledge, 
 being necessary to good government and the happiness of mankind, schools 
 and the means of education shall forever be encouraged." In 1804 an act was 
 passed providing for the sale of public lands in the Indiana Territory, — of which 
 Michigan had become a part two years before, on the admission of Ohio as a 
 state in the Union, — and in this act section sixteen in every township was ex- 
 pressly reserved "for the support of schools." In the act of 1805, organizing 
 the Territory of Michigan, all the rights secured by previous acts and ordinances 
 were confirmed. The act of 1836, by which Michigan was admitted as a 
 State in the Union, stipulated "that section numbered sixteen in every town- 
 ship of the public lands, and when such section has been sold or otherwise dis- 
 posed of, other lands equivalent thereto, and as contiguous as may be, shall be 
 granted to the State for the use of schools." From these various acts we can 
 readily perceive the unwavering purpose of "the fathers" to foster and per- 
 petuate intelligence and the means for its dissemination among the people. 
 How the builders of our State have respected that purpose and protected the 
 legacy given them, these pages may aid in showing. 
 
ORGANIC LAWS. 
 
 The several ordinances and acts of Congress, to which reference has already 
 been made, constituted the first organic laws of the Territory. During the 
 year 1835 the people of the Territory adopted a Constitution and formed a state 
 government, and in the following year Michigan was admitted as a State in the 
 TJnion. It is to be regretted that the proceedings of the first constitutional 
 convention have not been preserved, so as to be accessible to public inspection. 
 There was, however, no debate in relation to the importance of making suitable 
 provision for public instruction. A committee was appointed to draft an arti- 
 cle of which Isaac E. Crary, of Calhoun county, was chairman. It was reported 
 on the second day of June, 1835, and was adopted substantially as it came from 
 the hands of the committee. The following is the constitutional article adopted 
 in 1835 : 
 
 Education. 
 
 1. The Governor shall nominate, and by and with the advice and consent of the 
 Legislature, in joint vote, shall appoint a Superintendent of Public Instruction, who 
 shall hold his office for two years, and whose duties shall he prescribed hy law. 
 
 2. The Legislature shall encourage, hy all suitable means, the promotion of intel- 
 lectual, scientiflcal, and agricultural improvement. The proceeds of all lands that 
 have been or hereafter may he granted by the United States to this State for the 
 support of schools, which shall hereafter he sold or disposed of, shall he and remain a 
 perpetual fund, the interest of which, together with the rents of all such unsold lands, 
 shall he inviolably appropriated to the support of schools throughout the State. 
 
 3. The Legislature shall provide for a system of common schools by which a school 
 shall be kept up and supported in each school district at least three months in every 
 year; and any school district neglecting to keep up and support such a school may 
 be deprived of its equal proportion of the interest of the public fund. 
 
 4. As soon as the circumstances of the State will permit, the Legislature shall pro- 
 vive for the establishment of libraries, — one at least in each township, — and the money 
 which shall he paid by persons as an equivalent for exemption from military duty, 
 and the clear proceeds of all fines assessed in the several counties for any breach of 
 the penal laws, shall be exclusively applied for the support of said libraries. 
 
 5. The Legislature shall take measures for the protection, improvement, or other 
 disposition of such lands as have been or may hereafter be reserved or granted by the 
 United States to this State for the support of a university; an^ the funds accruing 
 from the rents or sale of such lands, or from any other source for the purpose afore- 
 said, shall be and remain a permanent fund for the support of said university, with 
 such branches as the public convenience may hereafter demand for the promotion of 
 literature, the arts and sciences, and as may he authorized by the termsof such grant; 
 and it shall be the duty of the Legislature, as soon as may be, to provide effectual 
 means for the improvement and permanent security of the fundsof said university. 
 
 The system of public instruction which was intended to be established by the 
 franiera of the Constitution, the conception of the ofiBce, its province, its powers 
 and duties were derived from Prussia. That system consisted of three degrees; 
 primary instruction, corresponding to our district schools; secondary instruc- 
 
i EDUCATION IN MICHIGAN. 
 
 tion, communicated in schools called gymnasia; and the highest instruction 
 communicated in the universities. The superintendence of this entire system^ 
 which was formed in 1819, was entrusted to a minister of state, called the 
 Minister of Public Instruction, and embraced everything which belonged to the 
 moral and intellectual advancement of the people. The system in Michigan 
 was intended to embrace all institutions which had for their object the instruc- 
 tion of youth, comprising the education of the primary school, the intermediate 
 class of schools, however denominated, and the University. Such was the system 
 of public instruction contemplated by the first Constitution. Under the provis- 
 ions of this Constitution, constant progress in educational matters was secured, 
 and Michigan rapidly attained to a high prominence in the sfsterhood of states. 
 For fifteen years no change was made in these provisions, and from our edu- 
 cational history, during that period, many valuable lessons may be derived. 
 But with a knowledge of what had been achieved and with a determination of 
 attaining a yet higher standard of improvement, the constitutional convention 
 of 1850 was enabled to engraft into the new Constitution many improved pro- 
 visions upon the subject of education which, with the adoption of that instru- 
 ment, became part of the organic law of the State. The thirteenth article of 
 this Constitution is devoted to the subject of education, and is as follows : 
 
 Article XIII. — Education. 
 
 Section 1. The Superintendent of Public Instruction shall have the general super- 
 vision of public instruction, and his duties shall be prescribed by law. 
 
 Sec. 2. The proceeds frona the sales of all lands that have been or hereafter may be 
 granted by the United States to the State for educational purposes, and the proceeds 
 of all lands or other property given by individuals, or appropriated by the State for 
 like purposes, shall be and remain a perpetual fund, the interest and income of which, 
 together with the rents of all such lands as may remain unsold, shall be inviolably 
 appropriated and annually applied to the specific objects of the original gift, grant 
 or appropriation. 
 
 Sec. 3. All land, the titles to which shall fail from a defect of heirs, shall escheat to 
 the State; and the interest on the clear proceeds from the sales thereof shall be ap- 
 propriated exclusively to the support of primary schools. 
 
 Sec 4. The Legislature shall, within five years from the adoption of this Constitu- 
 tion, provide for and establish a system of primary schools, whereby a school shall be 
 kept without charge for tuition, at least three months in each year, in every school 
 district in the State; and all Instruction in said schools shall be conducted in the 
 Unglish language. 
 
 Sec. 5. A school shall be maintained in each school district, at least three months 
 in each year. Any school district neglecting^ to maintain such school shall be deprived 
 for the ensuing year of its proportion of the income of the primary school fund, and 
 of all funds arising from taxes for the support of schools. 
 
 Sec. 6. There shall be elected in each judicial circuit, at the time of the election of 
 the judge of such circuit, a regent of the University, whose term of office shall be 
 the same as that of such judge. The regents thus elected shall constitute the Board 
 of Regents of the University of Michigan. 
 
 Sec 7. The Regents of the University and their successors in oflSce shall continue 
 to constitute the body corporate, known by the name and title of " the Regents of 
 the University of Michigan." 
 
 Sec 8. The Regents of the University shall, at their first annual meeting, or as 
 soon tliereafter as may be, elect a president of the University, who shall be ex offlcio 
 a member of their board, with the privilege of speaking, but not of voting. He shall 
 preside at the meetings of the Regents, and be the principal executive officer of the 
 University. The Board of Regents shall have the general supervision of the Univer- 
 sity, and the direction and control of all expenditures from the University interest 
 fund. 
 
 Sec. 9. There shall be elected at the general election in the year one thousand eight 
 hundred and fifty-two, three members of a State Board of Education; one for two 
 years, one for four years, and one for six years, and at each succeeding biennial elec- 
 tion there shall be elected one member of such board, who shall hold his office for six 
 
HISTORICAL SKETCHES. 5 
 
 years. The Superintendent of Public Instruction shall be ex officio a member and 
 secretary of such board. The board shall have the general supervision of the State 
 Normal School, and their duties shall be prescribed by law. 
 
 Sec. 10. Institutions for the benefit of those inhabitants who are deaf, dumb, blind 
 or insane, shall always be fostered and supported. 
 
 Sec. 11. The Legislature shall encourage the promotion of intellectual, scientiiic 
 and agricultural improvement; and shall, as soon as practicable, provide for the 
 establishment of an agricultural school. The Legislature may appropriate the twenty- 
 two sections of salt spring lands now unappropriated, or the money arising from the 
 sale of the same, where such lands have been already sold, and any land which may 
 hereafter be granted or appropriated for such purpose, for the support and mainte- 
 nance of such school, and may malce the same a branch of the University, for instruc- 
 tion in agriculture and the natural sciences connected therewith, and place the same 
 under the supervision of the Regents of the University. 
 
 Sec. 12. The Legislature shall also provide for the establishment of at least one 
 library in each township; and all fines assessed and collected in the several counties 
 and townships for any breach of the penal laws shall be exclusively applied for the 
 support of such libraries. 
 
 Since the adoption of the Constitution of 1850, no complete revision of it has 
 been accepted by the people, and but few sections have been altered. The only 
 change in the article upon education is in section 6, which, by an amendment 
 agreed to by the Legislature of 1861, and approved by the people in 1862, now 
 reads as follows : 
 
 Sec. 6. There shall bo elected in the year eighteen hundred and sixty-three, at the 
 time of the election of a Justice of the Supreme Court, eight Regents of the Univer- 
 sity, two of whom shall hold their ofiice for two years, two for four years, two for six 
 years, and two for eight years. They shall enter upon the duties of their office on the 
 first of January, next succeeding their election. At every regular election of a Jus- 
 tice of the Supreme Court thereafter there shall be elected two Regents, whose terra 
 of office shall be eight years. When a vacancy shall occur in the office of Regent, it 
 shall be filled by appointment of the Governor. The Regents thus elected shall con- 
 stitute the Board of Regents of the University of Michigan. 
 
 A comparison of the first and the revised Constitutions will show the points 
 of difference and the improvements made in the latter. 
 
 The first article of the old Constitution provided for a Superintendent of 
 Public Instruction, who was to be appointed by the Governor, by and with the 
 advice and consent of the Legislature, in joint vote. The revised Constitution, 
 under Article VIII, entitled "Of State OfiBcers," provides for his election bi- 
 ennially, by the people, and he is to keep his ofiBce at the seat of government. 
 The first Constitution provided that the funds accruing from the sale or rents 
 of University and school lands should remain a perpetual fund, etc. The 
 revised Constitution provides that the proceeds of the sales, and of all lands or 
 other property given by individuals, or appropriated by the State for such pur- 
 poses, should remain a perpetual fund, which, together with the rents, etc., shall 
 be inviolably appropriated, and annually applied to the specific objects of the 
 original grant or appropriation. The revised Constitution provides that all 
 lands, the titles to which shall fail from defect of heirs, shall escheat to the 
 State, and the interests on the clear proceeds of the sales are to be exclusively 
 appropriated to the support of primary schools. The first Constitution had no 
 such provision. 
 
 The first Constitution required that the Legislature should provide for a sys- 
 tem of common schools, by which a school should be kept up and supported in 
 each school district at least three months in each year; and any school district 
 that neglected this was deprived of its equal proportion of the interest of the 
 fund. The revised Constitution requires that the Legislature shall, within five 
 years, provide for and establish a sysbem of primary schools, to be kept without 
 
6 EDUCATION IN MICHIGAN. 
 
 charge of tuition, at least three months in every year, in every school district, 
 and all instruction is to be in the English language ; and any school district 
 neglecting to maintain such school for such time is to be deprived, not only of 
 its proportion of the school fund, but of all funds arising from taxes for the 
 support of schools. 
 
 The revised Constitution provides for the election of Eegents of the Univer- 
 sity. It provides for the election of the members of the Board of Education, to 
 have charge of the Normal School, and it further provides that institutions for 
 the benefit of the deaf, dumb and blind, and'insane shall be fostered and sup- 
 ported. It provides also for the establishment of an agricultural school. The 
 first Constitution provided for none of these. 
 
 The first Constitution provided for the establishment of libraries, one at least 
 in each township, and appropriated for their establishment and support the 
 money paid for exemptions from military duty, and the clear proceeds of all 
 fines assessed for breach of the penal laws. The revised Constitution provides 
 that all fines assessed and collected in the several townships and counties for 
 breach of the penal laws shall be applied to the support of the libraries, there 
 being no longer any moneys required to be paid for exemptions from military 
 duty. 
 
 Both enjoin upon the Legislature the encouragement and promotion of intel- 
 lectual, scientific, and agricultural improvement. 
 
 Under the head of "finance and taxation," the revised Constitution further 
 provides that all specific taxes, except those received from the mining compa- 
 nies of the Upper Peninsula, shall be applied in paying the interest upon the 
 primary school, university, and other educational funds, and the principal of 
 the state debt, in the order herein recited, until the extinguishment of the 
 state debt, other than the amount due to educational funds, when such specific 
 taxes shall be added to and constitute a part of the primary school interest 
 fund. 
 
 A comparison will show that the trust confided by the people to their dele- 
 gates in Convention was satisfactorily executed in relation to education ; and 
 although they did not wholly agree upon the details to be embodied in the 
 article upon this subject, they established it, finally, upon a basis of wisdom 
 and improvement. 
 
THE COMMON SCHOOLS. 
 
 I. EARLY HISTORY. 
 
 The French occupied portions of the territory of the present State of Michi- 
 gan diving a period of nearly one hundred and fifty years. So far as can be 
 ascertained, very little was done for education within that time. In 1703, 
 Cadillac, commandant at Detroit, urged the establishment of "a seminary for 
 the common instruction of French and Indian children," but no record of the 
 existence of such a school can be found. In 1755 Vaudreuil proposed to em- 
 ploy, without expense to the home government, "two sisters of the congrega- 
 tion" to teach the children of the then little village of Detroit, but it is 
 uncertain whether this proposition was carried into efEect, In 1760 the terri- 
 tory passed into the hands of the English, but it does not appear that any public 
 provision for schools was made during their occupancy. By the treaty of 1783 
 Michigan was ceded to the United States with the other portions of the great 
 Northwest territory. In 1785 the sixteenth section of each township was pledged 
 by the general government for the support of schools, and this pledge was 
 reaffirmed in the celebrated Ordinance of 1787*. Concerning this grant more 
 full information is given elsewhere in these sketches. 
 
 The Territory of Michigan was organized in 1805, and the first school law, 
 enacted by the territorial authorities was in 1809. Unfortunately, this law has 
 not been preserved, and but very little can be learned of the condition of edu- 
 cational affairs during several subsequent years. The first schools in Michigan, 
 of which we have any trace, were maintained in the city of Detroit, and were 
 wholly of a private character. Of these schools and their teachers but scanty 
 and infrequent mention can be obtained either from records or tradition. 
 From the best sources of information at command we learn that, during the 
 period from 1803 to 1816, among the teachers who opened and conducted these 
 schools were Rev. David Bacon, Elizabeth Williams, Angelique Campau, Mr. 
 Peyn, Rev. John Monteith, and Mr. Danforth. Subsequent to this period 
 teachers and schools became more numerous, and were not confined to Detroit 
 alone. To many of the settlements the teacher soon found his way, and as. a 
 consequence schools were opened, which were maintained for a greater or less \ 
 period by private subscriptions. But notwithstanding this, the facilities for - 
 obtaining even the smallest jiart of a common school education were very mea- 
 ger. The disposition to establish schools was not wanting, but want of means, 
 and want of a sufiBcient number of children to constitute a school in a neigh- 
 borhood, in the then sparsely settled portions of the country, were the great 
 obstacles. Most of the early settlers, however, realizing the fact that schools 
 
8 EDUCATION IN MICHIGAN. 
 
 were necessary to the advancement of civilization, refinement and improvement, 
 were not slow in doing all within their power to secure them in their commu- 
 nities. 
 
 The school-house of the pioneers was generally located at the intersection of 
 roads, where there were any, or on the brow of some hill. It was formed of logs, 
 sometimes roughly hewed, and was generally about eighteen feet wide by twenty- 
 four feet long. The eaves were about ten feet from the ground, and the roof 
 was covered with rows of clapboards, held in place by long poles running 
 lengthwise. The openings between the logs were chinked with pieces of wood, 
 stones or any other convenient material, and plastered with mortar made from 
 the ground near by. The door was made of rough boards, hung on hinges of 
 wood, and fastened with a latch of the same material. The floor was made of 
 rough boards, where they could be obtained, but frequently logs split in two 
 and hewn smooth were made to answer the purpose. The windows were some- 
 times made by cutting out one of the logs and pasting oiled paper over the 
 opening, thus admitting some light and excluding some cold ; but where glass 
 could be obtained, openings were made by cutting through three or four logs 
 and inserting sash. No stoves were used in those days, but instead an ample 
 fire-place was constructed by sawing out a few logs at one end of the house 
 and filling up the hole thus made with stone and mud, which formed the back 
 of the fire-place. Sometimes the extravagance of a brick hearth was indulged 
 in, but usually the hearth consisted of dried clay and sand. The chimney was 
 built of sticks, plastered on the inside with mud. Wood being plenty, there 
 was usually a rousing fire roaring in these primitive fire-places. The school 
 furniture was in keeping with the exterior and interior appearance of the build- 
 ing. For seats, slabs mounted on legs were universally used, while desks were 
 constructed by placing boards upon pins driven into the walls of the house. 
 The inside walls were sometimes covered with boards, but more usually received 
 the common coat of mortar. These walls were bare of pictures and other 
 ornaments, if we except such rude efforts at portraiture as were made by the 
 more ambitious and skillful pupils with no better material than chalk or a piece 
 of coal taken from the fire-place. Those adjuncts which are now regarded as 
 indispensable features of every school-house, as well as of the adjacent grounds, 
 were seldom, if ever seen ; but the time and ingenuity of the builders of these 
 primitive temples of learning seem to have been exhausted when the main 
 building was completed and furnished in the ordinary way. 
 
 The wages obtained by teachers in the early days was an uncertain quantity. 
 The teacher would usually draw up an article of agreement binding himself to 
 teach the school for some specified number of weeks, six days per week, and 
 from six to eight hours per day, for which the patrons agreed to pay him a 
 stipulated sum for each pupil sent. Sometimes the teacher received a part of 
 his pay in farm produce, or labor, when the patron was unable to pay in money. 
 
 The branches usually taught in the schools in those early days were reading, 
 spelling, writing, and arithmetic. Sometimes geography and grammar received 
 attention, but not often. The books mostly used were Murray's English Head- 
 ers, with Introduction, Dil worth's and Webster's spelling books, Daboll's and 
 Ostrander's arithmetics, Morse's geography, and G-reenleaf's and Murray's 
 grammars. The instruction in most schools was very rudimentary in charac- 
 ter, while it cannot be said that there was much, if any, method in the manner 
 in which it was given. Spelling and reading were made specialties, and were 
 regarded as the chief tests of scholq,rship. The alphabet was taught in the 
 
HISTORICAL SKETCHES. 9 
 
 slow old way, by commencing at the letter A and naming the letters in order 
 to the letter Z. Usually one term was consumed in learning the letters, and a 
 second one in learning words of one syllable and simple words of two syllables. 
 If a pupil was sufficiently apt to be able to learn the exercises in reading in the 
 spelling-book during the third term, he was immediately advanced to the 
 English reader class. There were no mental arithmetics in use in those days, 
 and the first exercises of the student in the study of numbers were in connec- 
 tion with the slate. The average pupil generally progressed before quitting 
 school as far as through the fundamental rules, and possibly to "vulgar frac- 
 tions ;" others, endowed with more perseverance and favored with better oppor- 
 tunities, were not content until the mysteries of the "rule of three" had been 
 explored, while occasionally one might have been found who had been "through 
 the book." Neither gold nor steel pens were used, but the writing was 
 done with pens made of quills. One of the chief requisites in a teacher's qual-v 
 iflcations consisted in his ability to make and mend pens. N 
 
 Such was the condition of education throughout the rural districts of Michi- 
 gan prior to its admission as a state. Many schools of a higher character tlian 
 those whose description has been attempted, had, in the meantime, been estab- 
 lished in the larger towns; but nearly all schools were supported by the volun- 
 tary contributions of the people. 
 
 Notwithstanding the limited facilities provided by which instruction might 
 be given the children of the early days, there were to be found among the pio- 
 neers men who had received liberal culture in the schools and colleges of the 
 eastern states; while it may be truly stated that narrow and restricted views 
 in regard to education found lodgment in the minds of comparatively few of 
 the people. It was not their intention to confine school instruction to those 
 subjects, a knowledge of which would enable the child to provide for the wants 
 of his physical nature alone, but whenever circumstances permitted they sought 
 to enlarge its sphere and make it an important agency in arousing and strength- 
 ening the child's moral and mental attributes as well. The social status of the \ 
 teacher was on an equal footing with that of the minister and the physician. 
 Society welcomed him to its presence as an honored member. His periodic 
 visits to the homes of his pupils were regarded as great events by each house- 
 hold, and many were the preparations that preceded his appearance to '' board 
 out" the share of any patron of his school. The qualifications of the teach- 
 ers were various in their character, but generally such as to command respect, 
 and the influence they exerted in the communities in which they were employed 
 contributed not a little to the formation of that public sentiment which after- 
 ward obtained a practical recognition of school interests in the building of the 
 State. 
 
 A OONTEMPORAKT ViBW. 
 
 It was about the time of the organization of the school system of Michigan 
 that there was started a very general agitation of school interests and improve- 
 ments throughout the country. The teachers' institute and the educational 
 association had hardly yet been organized, except perhaps in one or two states 
 in a very experimental way; but active public-spirited men were devoting a 
 large' share of their time and energies to systematic lecturing tours through 
 various sections of the North. Horace Mann, Dr. Mayo, Henry Barnard, and 
 others were active in this good work, and their labors bore abundant fruit in 
 the general intelligence which the people gained regarding their school interests. 
 2 
 
10 EDUCATION IN MICBIGAN. 
 
 Amons: the men who traveled widely throughout New England and New York 
 was Prof. J. Orville Taylor, editor of an educational monthly, "The Common 
 School Assistant," published at Albany, N. Y., and the agent and manager of 
 an enterprising school-book publishing concern, styled " The American Com- 
 mon School Union." Mr. Taylor visited Detroit in June, 1839, and from 
 there started on a lecturing tour throughout the southern part of the State, 
 visiting fourteen of the leading places in the southern tiers of counties. He 
 was probably the pioneer in the State of that corps of school-book agents who 
 have from that day to this been among the most active and progressive friends 
 and advocates of good schools, good education, good methods, and good books. 
 In the number of his magazine for September, 1839, we find the following 
 very interesting description of his visit to Ypsilanti, June 10, 1839: 
 
 Our Education Touk in Michigan. 
 
 This young State has hurst into existence with all the suddenness and beauty of 
 an opening flower in the tropical climate; and although she is not yet the "Empire 
 State," she is destined to he the "Educating State." Michigan has a larger school 
 fund in prospective, and a better school law in operation than either of her sister 
 states. Perceiving these important features in a new State, 1 had long felt a desire 
 to visit the people and the schools of Michigan. On the 9th of June I had the privi- 
 lege of addressing a large audience in the State House at Detroit, and at the close of 
 this meeting, through the earnest solicitations of the Hon. C. C. Trowbridge and 
 others, agreed to lecture in the following prominent places of the State: Ypsilanti, 
 Ann Arbor, Jackson, Marshall, Kalamazoo, St. Joseph, Niles, Edwardsburgh, White 
 Pigeon, Centerville, Coldwater, Jonesville, Tecumseh, Monroe and Detroit. 
 
 The first place to visit was Ypsilanti. This flourishing village is fifteen years old 
 and already numbers 2,000 inhabitants. It contains four excellent schools, — two dis- 
 trict and two private schools. 
 
 Mr. D. Hammond, the teacher of one of the district schools, is an experienced, well- 
 informed, competent instructor of youth. His school numbers 65. The external 
 appearance of the school-house is pleasant; but the rooms are not ventilated, and the 
 desks and seats are badly constructed. The lower part of the windows was too near 
 the floor, permitting the children to look into the street ; the ceiling was so low that 
 it gave the room a close," cramped appearance. 
 
 A school-room should have a ceiling at least fifteen feet high; the bad air could 
 then rise above the children's heads, and a good sized window would not extend so 
 far down as to permit the children to look through it. The upper sash of the window 
 should drop instead of raising the lower one. After mentioning this construction ot 
 school-houses, and the above atmospheric principles to Mr. H., he remarked, " I have 
 frequently requested my employers to make the alterations you propose, but they 
 think it downright folly, and I cannot get them to do anything." 
 
 This did not surprise me, for on a certain occasion I "took no little pains to point 
 out to a parent tliese improvements in a school-room, when the poor man very suspi- 
 ciously looked me in the face and said: "1 guess that's some speculation of yours to 
 make something out of us ; we don't believe in this changing, — it's all got up to make 
 money." 
 
 I remarked to him that I was not a carpenter, and that he only could make anything 
 by the proposed alterations. "But," said he, "we don't want ventilators, as you 
 call them, for they'll let the cold air down upon the school." 
 
 I was obliged to let the house rest as the good people had made it; and I think 
 M^Hammond will be compelled to labor long before he convinces his patrons " that 
 . those who will not receive new virtues must abide old evils." 
 
 \/Mr. Hammond receives from each pupil two dollars per quarter, and all things con- 
 sidered has a school which does himself and the village great credit. We were glad 
 %o learn that Mr. H. makes the business his study and profession for life. 
 
 Mr. Melvin, the teacher of the other district school, is a young man of good attain- 
 ments, and one who thinks for himself. Will make an excellent teacher \i properly 
 encouraged and rewarded. Has 60 scholars. The school-house is of brick material and 
 delightfully located in a shady grove. 
 
 I was glad to see back pieces to the seats which his small pupils occupied. The 
 ceiling of his room, however, was too low, and the air impure from, a want of venti- 
 lators. 
 
 The seats and desks in both of the district schools could be improved essentially. 
 
 SI 
 
 l/m 
 
HISTORICAL SKETCSE8. 11 
 
 The long seats, permitting: children to sit side by side, and to look each other in the 
 face, should give place to single seats, all facing the teacher. 
 
 Miss Clark's private school numbers 35 young ladies, who are not pleasantly accom- 
 modated in a small room in a private dwelling. The citizens of Ypsilanti sliould 
 provide Miss C's school with a more suitable room. I found in the school a globe, an 
 orrery, a good set of diagrams; also a small philosophical apparatus. 
 
 Miss Thomas teaches the other private school. In this I found 30 young misses and 
 four or five small boys. Music, painting, drawing, French, etc., were taught here as 
 in Miss Clark's school. We believe Miss T., however, is the only one who teaches 
 vocal music in school. 
 
 Vocal music should be taught in all our schools, for we can sing some things into 
 people that we cannot talk into them. The Germans have these proverbs: "Music is 
 the gymnastics of the affections," and "When there is music the devil is absent." 
 An old German teacher was once heard to say that " when his pupils were singing the 
 devil sat outside of the school door and growled." 
 
 As Ypsilanti has a population of 2,000, there should be 400 children in school, as 
 one-iifth of the people are between four and sixteen years of age. But it is seen that 
 only 195 children were attending school. And as all the schools were full of children, 
 it is evident that at least another school and greater exertions in behalf of education 
 are required. The healthy, beautiful location, and the urgent demands for a high 
 school or academy, make Ypsilanti a desirable place for some enterprising scholar, 
 who is determined to make teaching a well rewarded and honorable profession. 
 
 II. TERRITOEIAL LEGISLATION. 
 
 The history of early legislation may now, perhaps, be considered a matter of 
 no practical importance. But to know the diflSculties which embarrassed it, is 
 to increase our appreciation of the value of the blessings we have derived from 
 it, and to make us estimate more highly our educational privileges. Much of 
 this history has been developed in the former reports of the Superintendent of 
 Public Instruction. Eeference to it will show what an object of constant inter- 
 est education has been to the inhabitants of Michigan from its earliest settle- 
 ment to the present day. In the journals of the Territorial Legislature, in 
 the articles of admission into the Union, in the first Constitution of the State, 
 in the messages of its successive chief magistrates, in the acts of the Legisla- 
 ture, and in the efEorts of the people, will be found ample proof that under all 
 changes and circumstances the subject of public instruction has been of first 
 importance. 
 
 The first steps to secure the benefit of the land grant of more than a quar- 
 ter of a century before were taken in J;g24^_when for the first time the people 
 had elected their own local Legislature. At that period the attention of the 
 Territorial Legislature and of Congress was called to the preservation of the 
 grant and its ultimate application to the uses so nobly designed by the Fathers 
 of the Republic. The circumstances of the country had been peculiar. The 
 population was small, and ancient private land claims existed, unsettled and 
 ill-defined. No surveys were made until after the war of 1812, and it had, till 
 then, been impossible to give efEect to the grant ; but as the prospects of the 
 territory began to be changed and the fertility of the soil became known, the 
 influx of emigrants from other states commenced, and it was the earliest work 
 of the first Legislature of the territory to secure for themselves, for us, and for 
 posterity, the benefits it was designed to afford. 
 
 The first law passed to provide for a system of common or primary schools 
 was in 1827, four years after the oi'ganization of the Legislative Council. This 
 act provided that every township containing fifty inhabitants or householders 
 should employ a schoolmaster, of good morals, to teach children to read 
 and write, and to instruct them in the English and French languages, as 
 
13 EDUCATION IN MICHIGAN. 
 
 well as in arithmetic, orthography and decent behavior, for such terms of 
 time as should be equivalent to six months for one school in each year; 
 every township containing one hundred families or householders, for an in- 
 creased length of time ; and to provide in addition a schoolmaster or teacher 
 to instruct children in the English language. Every township containing 300 
 families or householders was to be provided with a grammar schoolmaster of . 
 good morals, well instructed in the Latin, French, and English languages. 
 For neglect of any township to procure and support such teacher as was required 
 for the various lengths of time, the township incurred a penalty in proportion, 
 from fifty to one hundred and fifty dollars ; and the penalty was to be levied 
 by warrant from the court upon the inhabitants of the deficient township, and 
 was appropriated for the use of such schools as had complied with the law, and 
 whose circumstances most required such assistance. The inhabitants were to 
 
 "^ choose five persons within their township, as inspectors of common schools, 
 who possessed similar powers to these ofiicers at the present time. The inhab- 
 itants voted at the annual meetings to raise such sums of money upon the polls 
 and ratable estates, within the respective townships, for the support and jnain- 
 tenance of a schoolmaster, to teach youth to read, write, and cipher, as a 
 majority deemed expedient; to be assessed and collected at the same time and 
 in the same manner with the township and county taxes ; the moneys were 
 apportioned by the supervisor and township clerk, according to the number of 
 children between the ages of five and seventeen, as appeared by a census of the 
 district, taken under oath by one or more of the trustees of the school, who 
 were appointed in each of the districts. The moneys were to be applied exclu- 
 sively in paying the wages of the teacher or schoolmaster. But the law did 
 not apply to any township which at an annual meeting declared by a "two- 
 thirds vote that they would not comply with the act." 
 
 In 1838 Congress authorized the Governor and Council to take charge of the 
 school sections, to protect them from waste and injury, and to provide by law 
 for leasing them. In 1833 the school law of 1838 was repealed and another 
 ^ct passed, which provided for the election of three commissioners of schools 
 and ten inspectors, whose duties were similar to those of inspectors under the 
 
 s present law. They were charged with the protection of section sixteen, with 
 power to lease and manage it, in whatever manner they deemed best calculated 
 to enhance its value. Any moneys arising from such care and management 
 were to be applied to the support of common schools. The mode of taxation 
 to build a school-house, after a majority of the inhabitants approved of the 
 estimate of expense, was similar to later provisions, requiring the director of 
 each district to obtain a transcript of so much of the last assessment roll of the 
 township as related to his district, and to add to it all the property of persons 
 who had become residents, and of residents who had purchased since the last 
 assessment roll was made. 
 
 A humane provision of the law gave discretion to directors, whenever there 
 was within any district any poor and indigent person, unable to pay for the 
 instruction of his or her children, or where there were poor children without 
 parents, to order such children to be instructed at the school, and the expense 
 of such instruction was defrayed by tax upon the property of the district. 
 
 This law gave authority to the several commissioners of adjoining townships 
 to constitute and establish conjointly school districts on the line dividing such 
 townships. It also authorized the appointment of some person, by the Gov- 
 ernor of the Territory, as "Superintendent of Common Schools;" but there 
 
HISTORICAL SKETCHES. 13 
 
 is no record, that we have been able to find, that this office was ever filled. 
 It was made the duty of this Superintendent to take supervision of section six- 
 teen, and of all fractional sections for the use of schools, where trustees or com- 
 missioners had not been chosen. The directors of districts were to report to 
 the Superintendent the whole number of pupils taught in the district for 
 three months, and any additional time, together with the amount of moneys 
 received from the commissioners. It was made the duty of the Superintend- 
 ent to report annually to the Legislative Council the number of children taught, 
 the condition of the school lands, suits or actions brought, and moneys arising 
 from this and other sources, and whatever else might to him appear necessary 
 concerning the lands and the condition of the schools. 
 
 In 1835, the same year in which the law was passed to form a Constitution 
 and state government, an amendment to the act of 1833 made it the duty of 
 the school commissioners to make yearly dividends of all moneys coming into- 
 their hands by virtue of their office, for rents or .damages done to section six- 
 teen, and to distribute and pay over the amount to the directors, in proportion 
 to the number of pupils taught, according to the provisions of the law of 1833. 
 This amendment repealed the sections of the previous act relating to the Super- 
 intendent, and provided for his appointment by the Governor, by and with the 
 advice and consent of the Legislature, with the same powers and duties as 
 before. 
 
 III. OKGANIZATION OP THE SCHOOL SYSTEM. 
 
 The first Legislature of the State of Michigan convened at Detroit, Novem- 
 ber 2, 1835, pursuant to the provisions of the Constitution, and adjourned 
 March 38, 1836. The subject of education did not receive attention at this 
 meeting, but at an extra session which opened July 11, 1836, the effective 
 organization of the future school system came up for consideration. In his 
 first message to the Legislature, Governor Stevens T. Mason called attention 
 to the importance of making liberal provision for schools in the following lan- 
 guage : "Ours is said to be a government founded on intelligence and morality, 
 and no political axiom can be more beautifully true. Here the rights of all are 
 equal, and the people themselves are the primary source of all power. Our 
 institutions have leveled the artificial distinctions existing in the societies of 
 other countries, and have left open to every one the avenues to distinction and 
 honor. Public opinion directs the course which our government pursues, and 
 so long as the people are enlightened, that direction will never be misgiven. 
 It becomes, then, your imperious duty to secure to the State a general diffusion 
 of knowledge. This can in ho wise be so certainly effected as by the perfect 
 organization of a uniform and liberal system of common schools. Your atten- 
 tion is therefore called to the effectuation of a perfect school system, open to 
 all classes as the surest basis of public happiness and prosperity." 
 
 On the 16th of July, 1836, Mr. Whipple, from the committee on education, 
 to whom had been referred a resolution of the House of Kepresentatives, 
 instructing them to report whether any law be necessary to give effect to the 
 Constitution, regarding the subject of education, reported that full and com- 
 plete effect could not be given at this session to an article respecting it ; that 
 in legislating upon a subject of such vital importance, the proceedings of the 
 Legislature should be guarded ; that no measures should be taken without the 
 greatest consideration ; that the Congress of the United States, appreciating 
 
14 EDUCATION IN MICHIGAN. 
 
 the vast importance of a universal diffusion of knowledge, so necessary to the 
 very existence of a republican government, had granted to the State, lands, 
 not only for supporting an extended system of common schools, but for the 
 purpose" of founding a University ; that the framers of the Constitution, im- 
 pressed with the magnitude of the subject, with wise forecast, had adopted an 
 article intended to protect the fund from being diverted, and made other gen- 
 eral provisions, well adapted to attain the great end sought to be accomplished ; 
 that the committee did not think it expedient then to recommend the adoption of 
 any system of instruction, but had provided a bill for collecting such informa- 
 tion as would enable their successors to act understandingly, and hoped that 
 by an efficient and well digested system to be devised thereafter, the intellectual 
 and moral condition of the people would be improved, their happiness promoted, 
 and their liberties established on a firm foundation. The bill thus introduced 
 resulted in the act approved July 36, 1836, and under its provisions on the 
 same day Eev. John D. Pierce was nominated by the Governor for the office 
 of Superintendent of Public Instruction, and unanimously confirmed by both 
 branches of the Legislature. To this officer was confided, by the act referred 
 to, the responsible duty, among other things, of preparing a system for com- 
 mon schools, and a plan for a University and its branches. 
 
 At the session of the Legislature in 1837, in accordance with the act of the 
 preceding year, Mr. Pierce submitted a plan for a system of public instruction. 
 This plan defined the rights, powers and duties of school districts; the duties 
 of district officers ; of township officers, of school inspectors, and of townships ; 
 proposed the establishment of libraries, and plans for school-houses ; the estab- 
 lishment of academies as branches of the University, and a method of organi- 
 zation for the University, and also defined the duties of Superintendent of 
 Public Instruction. The officers of the system proposed for school districts 
 were moderator, vice moderator, director and assessor, and three township 
 school inspectors, with the township clerk as clerk of the board. 
 
 The following extract from the report of the Superintendent evinces the high 
 estimation in which that officer viewed the system of free schools as connected 
 with education in a government like ours. He says : 
 
 " It has been said, and rightly too, that common schools are truly republican. 
 The great object is to furnish good instruction in all the elementary and com- 
 mon branches of knowledge, for all classes of community, as good indeed for 
 the poorest boy of the State as the rich man can furnish for his children, with, 
 all his wealth. The object is universal education — the education of every indi- 
 vidual of all classes. The great thing which has rendered the Prussian system 
 so popular and efficient, which has so strongly attached it to the hearts of the 
 people, and made it an essential element of the social state, is its truly republi- 
 can character. It is this feature of free schools which has nurtured and pre- 
 served pure republicanism in our own land. In the public schools all classes 
 are blended together; the rich mingle with the poor, and both are educated in 
 company. In their sportive gambols a common sympathy is awakened ; all the 
 kindlier sensibilities of the heart are excited, and mutual attachments are 
 formed which cannot fail to exert a soothing and happy influence through life. 
 In these schools the poor are as likely to excel as the rich, for there is no mo- 
 nopoly of talent, of industry, or of acquirements. It was the ceaseless application 
 and untiring perseverance of Franklin, and not his wealth, which raised him 
 to the highest eminence. It is this system which brings forward and elevates 
 to places of distinction a due proportion of that class of citizens which the 
 
HISTORICAL SKETCHES. 15 
 
 Komans called new men — men who owe nothing either to birth or fortune — but 
 all to the free schools and their own exertions. It is this principle of universal 
 education adopted by the Pilgrims, and cherished by their descendants through 
 succeeding generations, which has given them and their sons pre-eminence. 
 Nothing can be imagined more admirably adapted, in all its bearings, to pros- 
 trate all distinctions arising from mere circumstances of birth and fortune. 
 By means of the public schools the poor boy of to-day, without the protection 
 of father or mother, may be the man of learning and influence of to-morrow; 
 he may accumulate and die the possessor of thousands; he may reach the 
 highest station in the Eepublic, and the treasures of his mind may be the rich- 
 est legacy of the present to coming generations. Whilst the reverse of all this 
 may be true of the young scion of wealth and power, proud and accomplished 
 as he may be in person, and gifted also by nature with the highest order of 
 intellect, and blessed with the fairest prospect of usefulness; the long cherished 
 hopes of doating parents, and the brightest youthful visions of rising greatness, 
 may all be disappointed in some thoughtless moment of ungoverned passion, 
 and his sun go down in the gloom of midnight darkness. Let free schools be 
 established and maintained in perpetuity and there can be no such thing as a 
 permanent aristocracy in our land ; for the monopoly of wealth is powerless 
 when mind is allowed freely to come in contact with mind. It is by erecting a 
 barrier between the rich and the poor, which can be done only by allowing a 
 monopoly to the rich — a monopoly of learning, as well as of wealth — that such 
 an aristocracy can be established. But the operation of a free school system 
 has a powerful tendency to prevent the erection of this barrier." 
 
 Another feature which was presented to the consideration of the Legislature 
 was the obligation on the part of the State to sufEer none to grow up in igno- 
 rance. For this purpose, the Superintendent suggested that all persons having 
 the care of children should be required to send them to school the constitu- 
 tional portion of each year. The objects to be attained were the welfare of the 
 individual instructed, and the security of the State; and the reason given was, 
 that the State had the right to require the education of all children and youth, 
 and to impose upon all to whom their management and care are committed 
 the duty of educating them. In carrying out this idea, the Superintendent was 
 of opinion that it might not be consistent with the principles of our Constitu- 
 tion to prohibit private seminaries, but that it was consistent, with both the 
 spirit and the letter of our institutions, to place the public schools upon high 
 and elevated ground, to make them adequate to the wants of the whole com- 
 munity ; to place them on such a footing as to furnish the best instruction, not 
 only in the more common, but in all the higher branches of elementary knowl- 
 edge. "But," says the Superintendent, "the most perfect organization of 
 the entire system in all the varied departments of instruction must fail of 
 securing the desired results without a sufficient number of competent teachers." 
 To this end, it was suggested, as a subject for consideration, whether it would 
 not be expedient to fix, by law, a minimum price, below which no teacher 
 should be entitled to receive aid from the public fund, and to provide prospec- 
 tively that every teacher of the public schools shall have been through a regular 
 course of training, and have received his diploma from the academic board, set;ting 
 forth his qualifications as a teacher. It was suggested, in relation to the public 
 money, whether any township ought to be entitled to its proportion of the 
 income of the fund, which did not; comply with the provisions of the law, and 
 maintain an efficient school board. It was recommended that the active agents 
 of the schools, upon whose activity and energy the success of the system would 
 
16 EDUCATION IN MICHIGAN. 
 
 depend, be few as possible, their duties clearly defined, aud their services paid 
 for ; that the time of any man was his property, and ought not to be taken 
 by the public without remuneration. 
 
 It was recommended that the Legislature provide, as soon as circumstances 
 would permit, for district libraries. The clear proceeds of all fines, the equiva- 
 lent for exemptions from military duty, and a district tax of $10 were suggested 
 as establishing the basis of a fund for the purpose. 
 
 Mr. Pierce also made recommendations for a law defining the duties of the 
 Superintendent of Public Instruction, and presented a plan for the manage- 
 ment of the University and the establishment of academies or branches of the 
 University. These recommendations will he found more fully treated else- 
 where in these sketches. 
 
 The report of Mr. Pierce was presented to the Legislature on the 5th of Jan- 
 uary, 1837, and, February 18, the committee on education in the House of 
 Eepresentatives submitted a report concurring in the views presented by the 
 Superintendent, and also a bill, which was passed, authorizing the Superin- 
 tendent to sell the lands set apart for educational purposes, both school and 
 University and to invest the proceeds in the manner pointed out by law, and to 
 give him the care and disposition of all the lands and other property reserved 
 and granted to the State for educational purposes. A law was also passed 
 defining other powers and duties of the Superintendent, to which attention is 
 given elsewhere in these sketches, and on the 30th day of March of this year 
 was approved the "act to provide for the organization and support of schools." 
 This law also carried out in its details the views of the Superintendent, but did 
 not give to Michigan a system of free schools. It provided for the establish- 
 ment of school districts, with the offices of moderator, director and assessor, 
 and defined their duties; for the appropriation of a share of the proceeds 
 arising from "fines, breaches of penal laws and exemption from military duty," 
 to every district in which the inhabitants voted a tax for a suitable library 
 case, and a sum not to exceed ten dollars annually, for the purchase of books ; 
 it established a board of school inspectors, defined the duties of township clerks 
 relative to schools, and provided for the distribution of the income of the 
 school fund among the school districts in proportion to the number of children 
 in each between the ages of five and seventeen years, and required a report 
 from the inspectors to the county clerk annually of the whole number of dis- 
 tricts in the township, the number from which reports were received for the 
 year, the length of time a school had been taught for the year by a qualified 
 teacher, the amount of public money belonging to each district, the number 
 of children taught in each, and the number belonging to each between the 
 ages of five and seventeen, the amount of public moneys, the amount raised in 
 the townships for schools, aud the manner of its appropriation. The method 
 of supporting the schools was by the levy of a tax upon the taxable property of 
 the district, in proportion to its valuation, which was to be obtained by a trans- 
 cript of the township assessment roll. The districts had authority to levy and 
 assess upon the taxable property of the district all moneys voted by the dis- 
 trict, the necessary sums for appendages and fuel, and for purchasing and 
 leasing a site, and building, hiring or purchasing a school-house — a fund to be 
 raised for this purpose specially. It was made the duty of the board of super- 
 visors to add to the sums to be raised in each township a sum equal to tbat 
 apportioned to the townships from the income of the school fund. 
 
 Such in brief were the provisions of the original school code of the State. 
 
HISTORICAL SKETCHES. 17 
 
 With but forty-six sections at that time, it has since gradually expanded until 
 it now numbers over two hundred sections, and nearly all of the original have 
 been more or less amended or changed, yet the first general plan is still the 
 foundation upon which the present system is built. 
 
 IV. DEVELOPMENT AND GEOWTH OF THE SYSTEM. 
 
 To trace the development and growth of the common school system in all its 
 details, and to note the many additions to and changes in the provisions of the 
 school code of the State, would prove a more extensive labor than is contem- 
 plated in the compilation of these sketches ; consequently, only a few of the 
 more important features of advancement in the system are noted in this con- 
 nection. It has also been found necessary to omit any notice of projects of 
 legislation, as well as many enactments of secondary importance, and nearly all 
 mention of local or special laws. 
 
 School Lands. 
 
 The idea originally entertained by Congress in making the grant of the six- 
 teenth sections, was to give to each township the exclusive benefit of its own 
 section. Some of the States had acted upon this idea, and the result was that 
 some townships secured a much larger fund from the sale of the lands than 
 ■others, while in many cases much of the avails was lost or squandered. In the 
 case of Michigan, however, chiefly through the influence of General Isaac E. 
 Orary, this grant was made to the State, and the avails of the grant became, in 
 consequence, a common fund which has ever been carefully protected by the 
 State. 
 
 The lands having been secured to the State, the first all important question to 
 decide was as to what disposition should be made of the lands by which the great- 
 est amount might be realized. Some proposed that the lands should bo leased, 
 not sold. But most were soon satisfied that such a plan would be a failure, and 
 it was decided that the lands should be sold. The Superintendent of Public 
 Instruction was authorized to sell to the amount of one and one-half million 
 dollars at the minimum price of eight dollars per acre. The terms were, one- 
 fourth at the time of sale, and the remainder in annual installments, com- 
 mencing within five years after the purchase, at seven per cent, interest; and 
 giving twenty-five years to complete the payment. The sales were to be at auc- 
 tion, and those lands not sold could afterward be taken at the minimum price. 
 
 The first sales were held July 5, 1837; and in a few months they amounted 
 to over four hundred thousand dollars, at an average of twelve dollars per acre. 
 It was a time of contracted currency, but of inflated credit and expectations ; 
 and of over six hundred thousand dollars sales in the first four years, about 
 one-third of the lands were forfeited for non-payment of interest, although an 
 extension of time was twice granted by the Legislature. Many found the three- 
 fourths of the price still due was more than the full value of the land, and 
 allowed it to revert to the State, while others submitted to the forfeiture on 
 account of their inability to meet the interest. 
 
 In 1841 the law was amended, whereby the minimum price was reduced to 
 five dollars per acre, and purchasers were permitted to pay the three-fourths at 
 their pleasure; making it a permanent loan so long as the annual interest 
 should be paid. This was also made applicable to all previous sales. But this 
 
18 EDUCATION IN MICHIGAN. 
 
 failed to meet the necessity of the case or to stop the forfeitures. The trustee 
 had driven a hard bargain with the parents of its wards, and further relief was 
 deemed necessary and just. 
 
 In 1843 this relief was granted by an act that all school lands that had been 
 sold for eight dollars or more per acre, should be appraised by the Associate 
 Judge and Surveyor of the respective counties (but not to be less than five dol- 
 lars per acre), and the difference between the original price and the appraised 
 value was to be credited upon the principal. Under this appraisal the reduc- 
 tion was from an average of about eleven dollars per acre to about seven dol- 
 lars; and this, with the forfeitures, reduced the fund nearly one-half. I'he 
 sales up to December 10, 1843, had amounted to $711,404.85; which, under 
 the above provisions, was reduced to $359,809.41. 
 
 Until the year 1843, the custody and accounts of the University and school 
 lands were with the Superintendent of Public Instruction ; but in that year the 
 State Laud Office was established, and he was thereby relieved of that onerous 
 duty. Their custody, while the State was under territorial government, was 
 given to the Governor and Council, and by them assigned to a Board of Com- 
 missioners. By the time their custody became permanently fixed with the Land 
 Oflflce, the situation of the fund had become greatly confused. The books had 
 been imperfectly kept, the records were deficient, and the principal thing 
 shown was the "totals." But there is no reason to suspect any fraudulent 
 practices. The confusion is fully accounted for in the multiplicity of duties of 
 the Superintendent, the frequent changes in the law, and the forfeitures and 
 reductions by appraisal. 
 
 These lands were originally estimated at 1,148,160 acres; the Auditor Gen- 
 eral, however, in his report for 1874, gives the amount as 1,067,396 acres, while 
 the Commissioner of the State Laud Office furnishes a statement, made from 
 the records in his office in 1880, that the whole amount of school lands received 
 by the State aggregates 1,077,208.76 acres. This last amount includes not 
 only the original, but all lands more recently granted to supply deficiencies in 
 fractional sections, and for portions of sections which had been sold by the 
 Federal Government. Of these lands there were remaining unsold, September 
 30, 1880, 426,860.39 acres, which would show that over 650,000 acres have 
 been disposed of. The average price per acre for which these lauds have been 
 sold is about four dollars and fifty cents. 
 
 Pbemakent Fund. 
 
 Prom the sale of these lands the greater part of the permanent fund for the 
 support of schools in the State is derived. In the management of the school 
 moneys, at an early day the policy of loaning the same to counties and individ- 
 uals was adopted. The policy of loaning to individuals was, however, soon 
 abandoned, and yet, of such loans, the amount of about $12,000 was lost to 
 the State. Mortgages were taken in each case, but, for some reason, no suc- 
 cessful effort was ever made to foreclose them. One of these mortgages was 
 foreclosed and bid in for the State, but the State never took possession, while 
 another was canceled by a resolution of the Legislature in 1877. The remain- 
 der stand to this day uncanceled on the records. In 1847 the Legislature 
 directed the Board of Auditors on land claims to collect or compromise these 
 debts, but there is no evidence that the subject was ever considered bv the 
 Board. 
 
HISTORICAL SKETCHES. 19 
 
 But the time soon came when the State needed money to pay its own debts, 
 and the policy was adopted of making a perpetual loan to the State of the edu- 
 cational funds ; consequently, the avails from the sale of the school lands have, 
 for many years, gone into the State Treasury, the faith of the State being 
 pledged for the annual interest, at the rate of seven per cent. This is 
 unquestionably the wisest policy that could have been adopted. The fund is 
 now safe beyond all possible contingency, while the State not only pays inter- 
 est upon the money that is covered into the Treasury, but assumes and guar- 
 antees the payment of interest due from purchasers of part-paid lands. Besides 
 the amount derived from the avails of the school lands, a slight addition is 
 made to this fund each year by the proceeds arising from the sale of such 
 lands as have escheated to the State through a failure of heirs. This fund is 
 known as the primary school fund. 
 
 In addition to the above funds, section five of the act of 1858, providing for 
 the sale of swamp lands, requires that one-half of the cash avails of such lands 
 shall be deuominated a school fund, and be disposed of in the same manner as 
 the fund derived from the sale of the school lands, except that the State shall 
 pay but five per cent, interest instead of seven. To distinguish this fund from 
 the former, it is designated and known as the primary school tive per cent, 
 fund. 
 
 It will be observed that while nominally the ownership of the school funds 
 is in the State, the State is but the trustee, and the funds belong to all those 
 who, for the time being, are the proper subjects of the benefits arising there- 
 from. The condition of these funds September 30, 1880, was as follows : 
 
 Primary School Fund, 
 
 In the hands of the State $a,554,590 96 
 
 Due from purchasers of lands - 424,639 15 
 
 Total seven per cent, fund $3,979,230 11 
 
 Income 210, 773 15 
 
 Primary School Five Per Cent. Fund. 
 
 In the hands of the State -- $326,350 95 
 
 Due from purchasers of lands 35,368 38 
 
 Total five per cent, fund $361,719 33 
 
 Income 16.181 45 
 
 Income from both funds $226,954 60 
 
 The only means as yet provided for an increase of the permanent school 
 fund is the sale of the remainder of the primary school lands, and one-half of 
 the cash avails of swamp lands. What the ultimate accumulation may amount 
 to is a matter of conjecture, and an estimate made now would most probably 
 prove quite difFerent from the facts that time and circumstances shall develop. 
 But to the interest fund, which is yearly apportioned to the districts, a very 
 large increase is possible, and almost certain, at no distant day. Section 1 of 
 Article XIV of the Constitution provides that the specific taxes received from 
 
20 
 
 EDUCATION IN MICHIGAN. 
 
 various corporations shall be added to and become a part of the primary school 
 interest fund, as soon as the state debt shall have been extinguished. Under 
 this provision, these taxes will be added annually to the amount apportioned 
 to the schools. 
 
 The following table will show the amount of the primary school interest 
 moneys apportioned and paid by the State, and the rate of apportionment per 
 child * for each year from 1839 to 1880, inclusive. There were some payments 
 during the two or three years preceding 1839, but of the amounts we have not 
 been able to find any reliable statements. 
 
 Teak. 
 
 Hate per 
 Child. 
 
 Amount Paid to 
 CouDties. 
 
 Yeak. 
 
 Bate per 
 Child. 
 
 1839 
 
 
 $20,248 96 
 19,217 68 
 10,789 36 
 15,489 92 
 19,292 17 
 28,076 06 
 22,237 34 
 27,925 72 
 31,274 74 
 32,605 20 
 89,057 67 
 42,794 44 
 46,824 80 
 57,559 60 
 54,033 18 
 72,537 75 
 83,242 08 
 99,925 52 
 107,170 37 
 107,569 89 
 105,706 07 
 
 1860 
 
 $0 46 
 
 1840 
 
 
 1861 
 
 42 
 
 1841 
 
 
 1862 
 
 50 
 
 1842 
 
 $0 32 
 
 37 
 
 42 
 
 28 
 
 31 
 
 82 
 
 30 
 
 33 
 
 34 
 
 34 
 
 40 
 
 36 
 
 45 
 
 48- 
 
 53 
 
 53 
 
 50 
 
 46J 
 
 1863 
 
 50 
 
 1843 
 
 1864 
 
 50 
 
 1844 
 
 1865 
 
 48 
 
 1845 
 
 1866 . . 
 
 46 
 
 1846 
 
 1867 
 
 45 
 
 1847 
 
 1868 
 
 45 
 
 1848 
 
 1869. 
 
 47 
 
 1849 
 
 1870 
 
 48 
 
 1850 
 
 1871 
 
 49 
 
 1851 
 
 1872 
 
 48 
 
 1852 
 
 1873 
 
 49 
 
 1853 
 
 1874 
 
 50 
 
 1854 
 
 1875 
 
 50 
 
 1855 
 
 1876 
 
 50 
 
 1856 
 
 1877 
 
 46 
 
 1857 
 
 1878 
 
 50 
 
 1858 
 
 1879 
 
 48 
 
 1859 
 
 1880 
 
 47 
 
 
 
 
 Total payments. 
 
 Amount Paid to 
 Counties. 
 
 $108,823 62 
 103,457 31 
 126,464 16 
 130,978 50 
 136,362 00 
 134,634 42 
 136,550 00 
 143,787 59 
 151,630 50 
 165,651 27 
 179,483 16 
 186,485 24 
 186,915 84 
 196,613 60 
 208,935 06 
 217,499 06 
 223,969 00 
 211,055 56 
 234,499 57 
 227,565 20 
 226,954 60 
 
 $4,681,893 78 
 
 Township School Opfioees. 
 
 In the original plan, each township had three school inspectors, whose duty 
 ^it was to organize districts, apportion the school moneys to the districts, exam- 
 ine teachers and grant certificates and visit schools. They were also required 
 to make annual reports to the county clerk of the schools in their township. 
 With the exception of some changes in the mode of visitation, which are 
 more fully treated elsewhere iu these sketches, the provisions of the original 
 enactment remained unchanged till 1867, when the county superintendency 
 was established. Since that time, and especially upon the repeal of the county 
 superintendency law, the organization and duties of the township board of 
 school inspectors have been variously modified. At the present time the board 
 consists of the township superintendent of schools, the township clerk and one 
 elected school inspector. The township supe,rintendent is the chairman and 
 treasurer of the board, and the township clerk is made its clerk by virtue of 
 his office. The duty of the board is to organize school districts, and change 
 
 ♦We have teen unable to ascertain the rate of apportionment per child previous to 1842. 
 
HISTORICAL SKETCHES. 
 
 31 
 
 their boundaries when necessary ; to locate sites for school-houses on the fail- 
 ure of districts to agree; and it may appoint district ofBcers when districts 
 fail to elect. It also compiles the annual reports of the directors of the sev- 
 eral districts in the township and forwards the same in connection with its own 
 annual report, to the county clerk, to be by him transmitted to the Superin- 
 tendent of Public Instruction. It also has the care and management of the 
 township library. In the several incorporated cities of the State the schools 
 are removed from the control of the township inspectors and placed under the 
 entire control of the boards of education of such cities, such boards being 
 empowered to perform, in and for their respective cities, duties similar to those 
 of the township boards of school inspectors. 
 
 The following table shows the number of boards of school inspectors of 
 townships and cities reporting to the Superintendent of Public Instruction, 
 each year, from 1836 to 1880, inclusive : 
 
 Tear. 
 
 Number 
 Reporting. 
 
 Teak. 
 
 Number 
 Reporting. 
 
 Yeae. 
 
 Number 
 Reporting. 
 
 Tear. 
 
 Number 
 Beporting. 
 
 Year. 
 
 Number 
 Reporting. 
 
 1836 
 
 39 
 
 1845 
 
 417 
 
 1854 
 
 508 
 
 1863 
 
 695 
 
 1872 
 
 902 
 
 1837 
 
 109 
 
 1846 
 
 420 
 
 1855 
 
 517 
 
 1864 
 
 708 
 
 1873 
 
 941 
 
 1838 
 
 245 
 
 1847 
 
 425 
 
 1856 
 
 540 
 
 1865 
 
 713 
 
 1874 
 
 955 
 
 1839 
 
 302 
 
 1848 
 
 442 
 
 1857 
 
 577 
 
 1866 
 
 735 
 
 1875 
 
 987 
 
 1840 
 
 324 
 
 1849 
 
 448 
 
 1858 
 
 605 
 
 1867 
 
 774 
 
 1876 
 
 1,004 
 
 1841 
 
 331 
 
 1850 
 
 460 
 
 1859 
 
 628 
 
 1868 
 
 780 
 
 1877 
 
 1,030 
 
 1842 
 
 355 
 
 1851 
 
 477 
 
 1860 
 
 647 
 
 1869 
 
 828 
 
 1878 
 
 1,064 
 
 1843 
 
 359 
 
 1852 
 
 491 
 
 1861 
 
 658 
 
 1870 
 
 858 
 
 1879 
 
 1,064 
 
 1844 
 
 380 
 
 1853 
 
 503 
 
 1862 
 
 680 
 
 1871 
 
 883 
 
 1880 
 
 1.075 
 
 School Districts and Officers. 
 
 The school district is the simplest element of the common school system of 
 Michigan. Its formation was the first thing mentioned in the original state leg- 
 islation providing for the common schools. Under this enactment it was made 
 the duty of the board of school inspectors to divide the township into such 
 number of school districts as might be deemed necessary, all districts being 
 limited to nine sections of land. It was also provided that whenever it might 
 be necessary or convenient to form a district from territory in two or more 
 adjoining townships, the inspectors of such townships should meet in joint ses- 
 sion and take the necessary action in the formation of such district. Whenever 
 the inspectors had formed any district, it was made the duty of the township 
 clerk to deliver a notice of such formation and of the time and place of the 
 first meeting to a taxable inhabitant of the district, and he was required to 
 notify all voters residing in the district of the same. The voters thus notified 
 were to meet in accordance with the notice and proceed to organize the district by 
 the election of officers and the transaction of other necessary business. These 
 provisions have never been materially changed, and, consequently, districts are 
 now formed and organized very mucli in the manner described. The earlier 
 laws gave the right to vote at a district meeting to every white male inhabitant 
 of the district who was at least twenty-one years of age, and who was also liable to 
 pay a school tax in the district. This provision was afterwards amended so that 
 all tax-payers of whatever color or sex became voters. This iaw has been since 
 amended from time to time, so that the present enactment provides that every 
 person of the age of twenty-one years or more, regardless of race or sex, who 
 has property liable to assessment for school taxes in any district, and who has 
 
22 EDUCATION IN MICHIGAN. 
 
 resided in the district at least three months preceding any district meeting, is 
 a qualified voter on all questions arising in the district, and all such persons, 
 unless they are aliens, are eligible to hold district oflSces. It is also provided 
 that all other persons of like age and residence, who are not tax-payers in the 
 district, but who are entitled by the general laws of the State to vote at town- 
 ship elections, may vote at a district meeting on such questions as do not 
 involve the raising of money by tax. 
 
 From the beginning of the state system, the oflBcers in all primary school 
 districts have been a moderator, a director and an assessor, and these officers 
 together have constituted the district board. Previous to 1859 the officers were 
 elected annually for a term of one year each, but since that date the term of 
 office has been three years, one officer being elected annually; thus providing 
 for a continuous organization and doing away with abrupt changes in policy 
 and in the administration of district affairs. 
 
 Owing to the rapid increase in population in many districts, especially in vil- 
 lages and cities, it became necessary under the original law, which contemplated 
 the employment of but one teacher in each district, to divide the district in 
 order to employ a sufficient number of teachers. The people, however, did not 
 favor such divisions, and the Legislature consequently authorized the inspectors 
 to form union school districts, each having an enlarged board. Out of this 
 ultimately grew the graded and high school law which was enacted in 1859. 
 By this act, which has been but slightly amended since, a district having more 
 than one hundred children between the ages of five and twenty years is now 
 empowered to organize as a graded school district and to elect a board consist- 
 ing of six trustees, two of whom are elected annually for a term of three years 
 each. This board chooses from its own number a moderator, a director, and 
 an assessor. At the time this law was first enacted, districts organizing under 
 its provisions secured much greater powers than they could exercise under the 
 more simple organization. Since that time, however, the powers of primary 
 school districts have been gradually enlarged from time to time, until they are 
 very similar for all practical purposes to those in graded school districts, while 
 the duties of the district officers under either form are almost identical. 
 
 The duties pertaining to a district board, at the present time, consist chiefly 
 in the following: It has the custody of all the school property of the district; 
 reports taxes to the supervisor of the township for assessment; manages the 
 district moneys ; purchases and leases sites for school-houses and builds school- 
 houses, as may be directed by the district ; fills vacancies occurring in its own 
 number ; employs all teachers that may be necessary for the schools ; provides 
 for at least the minimum amount of school in each year, and for as much more 
 as the district may vote at its annual meeting, — a district having less than, 
 thirty children between the ages of five and twenty years, must maintain school 
 at least three months during the school year or forfeit its public moneys ; a 
 district having thirty children or over of like age must maintain a school at 
 least five months, or a district having eight hundred children or more must 
 support a school at least nine months, on pain of like forfeitures of public 
 moneys. It is also made the duty of the district board to prescribe the text- 
 books to be used in the schools, to arrange courses of study to be pursued in 
 the schools, and to establish all necessary rules and regulations for the govern- 
 ment and management of the schools. In addition to these duties, the board 
 of a graded school district is required to establish a high school, when the same 
 has been authorized by a vote of the district at its annual meeting. 
 
 The moderator is the presiding officer at district and board meetings, and 
 
HISTORICAL SKETCHES. 23 
 
 among other duties he is required to countersign all contracts when properly 
 authorized, and all warrants and orders on the school funds, when lawfully 
 drawn. 
 
 The director is the clerk and executive officer of the board. Among his 
 many duties he is required to keep the records of proceediugs at all district and 
 board meetings; to draw and sign contracts as they may be properly author- 
 ized ; to draw and sign warrants and orders on the school funds, when lawfully 
 directed ; to give notices of all district meetings ; to take the annual census of 
 children between the ages of five and twenty years residing in the district, and 
 to make annual reports of all affairs of the district to the township board of 
 school inspectors. 
 
 The assessor is the treasurer of the district, and has the custody of all school 
 district moneys. He is also required to appear in behalf of the district in all 
 proceedings at law, when no direction concerning such proceedings has been 
 given otherwise by the district. Previous to 1843 all taxes voted by the district 
 were assessed and collected by the assessor, and from this fact originated the 
 title of the office. During that year, however, the law was so amended that 
 the duty of assessing such taxes was transferred to the supervisor of the town- 
 ship, and their collection to the township treasurer, of which officers those 
 duties have ever since been required. 
 
 In nearly all the incorporated cities of the State, and in several of the larger 
 villages, the schools have been organized during later years under special en- 
 actments, which have made such provisions for the government and manage- 
 ment of the schools in such cities or villages as seemed best adapted to their 
 immediate needs. These several enactments are so dissimilar in character, and 
 provide for boards so variously constituted, that no general description of their 
 provisions can be undertaken in this connection. 
 
 Prom the annual reports of the boards of school inspectors, the following 
 table has been compiled, in order to show the whole number of school districts, 
 including all kinds, that were reported each year from 1836 to the present: 
 
 Tear. 
 
 Number of 
 Districts. 
 
 Tl!i.K. 
 
 Number of 
 Districts, 
 
 TEiE. 
 
 Number of 
 Districts. 
 
 Teak. 
 
 Number of 
 Districts. 
 
 Teak. 
 
 Number of 
 Districts. 
 
 1836 
 
 55 
 
 1845 
 
 2,683 
 
 1854 
 
 3,465 
 
 1863 
 
 4,382 
 
 1872 
 
 5,369 
 
 1837 
 
 382 
 
 1846 
 
 2,869 
 
 1855 
 
 3,514 
 
 1864 
 
 4,426 
 
 1873 
 
 5,521 
 
 1838 
 
 1,020 
 
 1847 
 
 2,942 
 
 1856 
 
 3,525 
 
 1865 
 
 4,474 
 
 1874 
 
 5,571 
 
 1839 
 
 1.325 
 
 1848 
 
 3,071 
 
 1857 
 
 3,748 
 
 1866 
 
 4,625 
 
 1875 
 
 5.Z06 
 
 1840 
 
 1,506 
 
 1849 
 
 3,075 
 
 1858 
 
 3,946 
 
 1867 
 
 4,744 
 
 1876 
 
 5,834 
 
 1841 
 
 2,215 
 
 1850 
 
 3,097 
 
 1859 
 
 3,968 
 
 1868 
 
 4,835 
 
 1877 
 
 5,947 
 
 1842 
 
 2,312 
 
 1851 
 
 3,307 
 
 1860 
 
 4,087 
 
 1869 
 
 5,052 
 
 1878 
 
 6,094 
 
 1843 
 
 2,410 
 
 1852 
 
 3,383 
 
 1861 
 
 4,203 
 
 1870 
 
 5,108 
 
 1879 
 
 6,252 
 
 1844 
 
 2,518 
 
 1853 
 
 3,410 
 
 1862 
 
 4,268 
 
 1871 
 
 5,299 
 
 1880 
 
 6,352 
 
 DisTKicT Taxes. 
 
 The first enactment concerning schools contemplated and provided for rais- 
 ing school revenues by means of district taxes, and this plan has been followed 
 ever since, the power to levy such taxes being modified to a greater or less 
 extent from time to time. Notwithstanding this it was found difficult, in the 
 earlier days of the State's existence, to raise the funds necessary to carry on 
 the schools, and, consequently, the Legislature, in 1843, sought to provide for 
 the difficulty by enacting the "rate-bill" law. Under this system, whatever 
 was lacking to meet the expenses of the school was raised by a tax assessed 
 
24 
 
 EDUCATION IN MICHIGAN. 
 
 upon and paid by the parents and guardians of the children that attended 
 school, in proportion to the time such children were sent to school. If not 
 readily paid, this tax was collected by distress and sale of property of the 
 parent or guardian. The natural result of this law was that the schools 
 would have a fair attendance as long as the public funds would meet the 
 expense, but when these were exhausted, poor men, uncertain as to how heavy 
 the rate-bills might be, would withdraw their children from school. This 
 tended to produce a panic, as the less number of pupils there were remaining 
 in school, the heavier the tax would be on those parents who kept their chil- 
 dren in the school, and as a consequence the schools were not unfrequently 
 broken up. The Constitution of 1850 required the Legislature to provide for 
 free schools at a time not later than 1855, but for some inexplicable reason 
 the Legislature deferred action to that end until 1869, when it repealed all the 
 provisions of the rate-bill law, thereby making the schools absolutely free to 
 all alike. 
 
 The power of districts to vote taxes, became, after several years, by repeated 
 amendments, almost unlimited, and it was found that it was very often abused. 
 This fact led the Legislature, in 1875, to restrict that power, so that, at the 
 present time, a district, having less than ten children in its school census, can- 
 not vote a tax for building purposes to exceed 1250 ; districts having ten to 
 thirty children, cannot vote a like tax to exceed $500 ; and districts having 
 from thirty to fifty children cannot exceed $1,000. For other purposes, for 
 which taxes are voted by the district, a sum not exceeding one-half the 
 amounts above named may be levied. The amount to be raised by tax for 
 teachers' wages and other expenses necessary to the current support of the 
 school is now determined by. the district board, and not subjected to a vote of 
 the district. This amount is not limited by the statute, except in districts 
 having less than thirty children, in which case the board cannot levy more 
 than $50 per month for the time that the school is maintained. 
 
 The following table exhibits the amount of district taxes reported to the 
 Superintendent of Public Instruction each year from 1839 to 1880 : 
 
 YEAR. 
 
 Amount of Tax. 
 
 Teak. 
 
 Amount of Tax. 
 
 Tear. 
 
 Amount of Tax. 
 
 1839 
 
 $50,106 57 
 
 1853 
 
 ' $129,476 88 
 
 1867 
 
 $874,304 18 
 
 1840 
 
 59,120 38 
 
 1854 
 
 156,916 90 
 
 1868 
 
 1,070,561 53 
 
 1841 
 
 54,640 11 
 
 1855 
 
 232,134 41 
 
 1869 
 
 1,308,618 78 
 
 1842 
 
 58,259 61 
 
 1856 
 
 240,803 41 
 
 1870 
 
 1,742,578 87 
 
 1843 
 
 44,705 90 
 
 1857 
 
 304,572 23 
 
 1871 
 
 1,749,407 89 
 
 1844 
 
 56,021 77 
 
 1858 
 
 316,580 71 
 
 1872...... 
 
 1,977.759 93 
 
 1845 
 
 59,931 62 
 
 1859 
 
 246,247 36 
 
 1873 
 
 2.095,220 17 
 
 1846 
 
 92,854 90 
 
 1860 
 
 292,924 47 
 
 1874 
 
 2,393,604 73 
 
 1847 
 
 94,495 81 
 
 1861 
 
 329,463 81 
 
 1875 
 
 2;841,923 71 
 
 1848 
 
 103,852 52 
 
 1862 
 
 245,813 43 
 
 1876 
 
 2,261,119 55 
 
 1849 
 
 124,^90 23 
 
 1863 
 
 233,125 25 
 
 1877 
 
 2,217,960 99 
 
 1850 
 
 128,189 45 
 
 1864 
 
 364,246 55 
 
 1878 
 
 2,176,164 75 
 
 1851 
 
 130,196 38 
 
 1865 
 
 473,908 73 
 
 1879 
 
 2,049.755 29 
 
 1852 
 
 114,675 69 
 
 1866 
 
 634,088 31 
 
 1880 
 
 2,074,073 37 
 
 Total t 
 
 axes reported 
 
 
 
 
 $31,705,297 13 
 
 
 
 
 
 
 To the foregoing may be added the following amounts, derived, for the|years 
 named, under the provisions of the "rate bill" law. Previous to 1846, the 
 
HISTORICAL SKETCHES. 
 
 25 
 
 amount thus raised each year was not reported, or was indiscriminately included 
 in the district taxes. 
 
 YlSAB. 
 
 Amount of Bate-bill. 
 
 Teae, 
 
 Amount of Eate-bill. 
 
 Teak. 
 
 Amount of Kate. bilL 
 
 1846 
 
 1847 
 
 1848 
 
 1849 
 
 1850 
 
 1851 
 
 1852 
 
 1853 
 
 $26,558 71 
 30,887 27 
 30,402 06 
 29,717 88 
 32.318 75 
 69,085 37 
 37,833 36 
 44,099 58 
 
 1854 
 
 1855 
 
 1856 
 
 1857 
 
 1858 
 
 1859 
 
 1860 
 
 1861 
 
 $63,763 43 
 
 83.932 S4 
 
 100,009 49 
 
 121.651 14 
 
 118,099 89 
 
 104.869 20 
 
 67,484 87 
 
 56,400 29 
 
 1862 
 
 1863 
 
 1864 
 
 1865 
 
 1866 
 
 1867 
 
 1868 
 
 1869 
 
 $43,202 76 
 
 41.200 54 
 
 50,202 80 
 
 90,664 00 
 
 103.151 07 
 
 107.170 91 
 
 110,8S6 26 
 
 94,752 55 
 
 Total amount reported as raised by- 
 
 rate-bill 
 
 $1,658,414 02 
 
 
 
 District Indebtedness. 
 
 In 1855 an act was passed by the LegisUiture which gave to any school dis- 
 trict, having more than three hundred children between the ages of five and 
 twenty years, the power and authority to borrow money to pay for a site for a 
 union school-honse, and to erect and furnish buildings. The amount of money 
 that could be thus borrowed was limited to 815,000. When such a loan was 
 authorized by a vote of two-thirds of the qualified voters, the district board was 
 required to issue the bonds of the district ia sums of not less than 150 each, 
 with such rate of interest, not exceeding ten per cent, per annum, and payable 
 at such times as the district directed. This law has, since that time, been 
 amended, so that the present enactment provides that any school district may, 
 by issuing its bonds, ■ borrow money to be used for the purposes previously 
 named. The amount which a district may borrow is limited according to the 
 number of children included in the school census of the district, while the 
 amount of money tliat can be raised by tax for the purposes of purchasing a 
 site or building a school-house in small districts is also limited in the year in 
 which bonds are issued. It is further provided that the bonded indebtedness 
 of a school district shall in no case extend beyond ten years for money borrowed. 
 
 It appears from the records and reports in the office of the Snperintendent 
 of Public Instruction that previous to the year 1863, the statistics of district 
 indebtedness were not collected. The following table will show the amount of 
 bonded indebtedness of the districts, reported each year since that date : 
 
 YEAE. 
 
 Indebtedness. 
 
 Year. 
 
 Indebtedness. 
 
 Yeak. 
 
 Indebtedness. 
 
 1863 
 
 $112,266 02 
 
 1869 
 
 $917,027 87 
 
 1875 
 
 81.723.456 01 
 
 1864 
 
 161,935 90 
 
 1870 
 
 961,409 94 
 
 1876 
 
 1,558.584 45 
 
 1865 
 
 221.703 45 
 
 1871 
 
 1,146.569 14 
 
 1877 
 
 1.484.524 67 
 
 1866 
 
 235,785 26 
 
 1872 
 
 1,234,686 85 
 
 1878 
 
 1,364.977 91 
 
 1867 
 
 439.476 38 
 
 1873 
 
 1,574,124 36 
 
 1S79 
 
 1,325.700 00 
 
 1868 
 
 043.991 49 
 
 1874 
 
 1,734,890 29 
 
 1880 
 
 1,293,451 55 
 
 41 
 
26 
 
 EDUCATION IN MICHIGAN. 
 
 Township School Taxes. 
 
 In addition to district taxes, from the organization of the school system until 
 the present, a township tax for the support of schools has been levied. In the 
 original enactment it was made the duty of the supervisors to add to the sums 
 to be raised in each township a sum equal to that apportioned to the township 
 from the income of the primary school fund. In 1841 an amendatory act was 
 passed giving to the electors of any township, at the annual township meeting, 
 authority to raise any sum of money, for the support of common schools in 
 their township, as they might deem expedient, provided that such sum did not 
 exceed one dollar for each child in the township between the ages of five and 
 seventeen years. In 1843 au act amending previous acts was passed, which 
 provided that the supervisor in each township should assess, for the support of 
 schools, for the year 1843, twenty-five dollars; for 1844, a tax of one-half of 
 a mill upon each dollar of the taxable property of the township; for 1845, and 
 annually thereafter, one mill on each dollar of the total valuation of the taxa- 
 ble property of the township. In 1851 this tax was raised to two mills on the 
 dollar; in 1853 it was changed back to one mill; in 1859 it was again raised 
 to two mills, and in 1879 again placed at one mill. The money raised by 
 means of this tax can be used only for school and library purposes, and is ap- 
 portioned to each district in the township, by the township clerk, in the same 
 manner as the primary school interest fund. 
 
 The peculiar care of the State for the schools is shown in the fact that out 
 of all the taxes collected in the township, all school taxes assessed — without 
 reference to the amount cullected — shall be paid, or reserved in the township 
 treasury, before moneys can be paid for any other purpose, except for township 
 expenses. It sometimes has happened that these two objects have absorbed all 
 the taxes collected in a township, leaving nothing for the county or the State. 
 
 The amount of' townsliip or mill tax raised each year from 1843 to 1880, 
 inclusive, as reported to the Superintendent of Public Instruction, is shown in 
 the following table. ISlo report of such taxes was made previous to 1843. 
 
 Yeae. 
 
 Amount of Tax. 
 
 Teae. 
 
 Amount of Tax. 
 
 YEAK. 
 
 Amount of Tax. 
 
 1842 
 
 $1,120 14 
 
 1855 
 
 $83,961 30 
 
 1868 
 
 $309,219 38 
 
 1843 
 
 1,697 19 
 
 1856 
 
 91,780 47 
 
 1869 
 
 323,246 12 
 
 1844 
 
 2.084 22 
 
 1857 
 
 102,519 12 
 
 1870 
 
 405,111 64 
 
 1845 
 
 5,521 67 
 
 1858 
 
 116,362 04 
 
 1871 
 
 409,541 20 
 
 1846 
 
 6,579 51 
 
 1859 
 
 129,524 42 
 
 1872 
 
 421,971 29 
 
 1847 
 
 7,368 75 
 
 1860 
 
 262,130 80 
 
 1873 
 
 465,912 84 
 
 1848 
 
 15,020 44 
 
 1861 
 
 267,813 43 
 
 1874 
 
 466,085 05 
 
 1849 
 
 17,830 13 
 
 1862 
 
 248,934 28 
 
 1875 
 
 508,551 87 
 
 1850 
 
 17,957 30 
 
 1863 
 
 265,656 07 
 
 1876 
 
 512.889 32 
 
 1851 
 
 17,140 59 
 
 1864 
 
 250,380 67 
 
 1877 
 
 492,146 94 
 
 1852 
 
 30,009 91 
 
 1865 
 
 281.770 74 
 
 1878 
 
 514,774 20 
 
 1853 
 
 48,672 30 
 
 1866 
 
 288,820 06 
 
 1879 
 
 494.011 38 
 
 1854 
 
 67,179 55 
 
 1867 
 
 289,967 63 
 
 1880 
 
 379,757 93 
 
 Total a 
 
 mount of tax rep 
 
 orted 
 
 
 $8,621,021 89 
 
 
 
 
 
HISTORICAL SKETCHES. 
 
 27 
 
 Total Kesottkces of School Districts, 
 
 In addition to the moneys derived from the primary school interest fund, the 
 township and district taxes, and the rate-bills, the total resources of school 
 districts have been increased, to a greater or less extent, each year, by tuition 
 collected from non-resident pupils, moneys derived from a surplus of the dog- 
 tax collected in tovirnships and cities, occasional contributions of individuals, 
 and by various other means. In order to present the total amount of funds 
 received by the school districts each year, as near as the same can be ascertained 
 from the annual reports and other records, the following table has been pre- 
 pared : 
 
 Year. 
 
 Total ReBources. 
 
 Yeak. 
 
 Total Kesourcee. 
 
 Yeak. 
 
 Total Kcsourcea. 
 
 1836 
 
 
 1851 
 
 $269,265 85 
 
 1866 
 
 $1,573,354 07 
 
 1837 
 
 $23,171 54 
 
 1852 
 
 287,551 43 
 
 1867 
 
 1,985.411 18 
 
 ]S38 
 
 59.063 65 
 
 1853 
 
 297.512 31 
 
 1868 
 
 2,478.532 25 
 
 1S39 
 
 70.355 53 
 
 1854 
 
 366,506 48 
 
 1869 
 
 2,759,096 94 
 
 1840 
 
 78,338 06 
 
 1855 
 
 499,967 31 
 
 1870 
 
 3.271,299 28 
 
 1841 
 
 65.430 03 
 
 1856 
 
 447,905 89 
 
 1871 
 
 3,330.972 80 
 
 1842 
 
 74.869 67 
 
 1857 
 
 536.071 49 
 
 1872 
 
 3,650.058 76 
 
 1843 
 
 65,6fl5 26 
 
 1858 
 
 551,042 64 
 
 1873 
 
 3,729,648 54 
 
 1844 
 
 86.182 05 
 
 1859 _ 
 
 599.819 37 
 
 1874 
 
 4,094.775 34 
 
 1845 
 
 87.690 61 
 
 1860 
 
 659.949 99 
 
 1875 
 
 4,176.977 91 
 
 1846 
 
 154.924 97 
 
 1861 
 
 754,710 60 
 
 1876 
 
 3,877.117 16 
 
 1817 
 
 158,151 75 
 
 1862 
 
 745,253 16 
 
 1877 
 
 3.753.671 09 
 
 1848 
 
 185.172 83 
 
 1863 
 
 827,625 60 
 
 1878 
 
 3,859.831 05 
 
 1849 
 
 213.744 16 
 
 1864 
 
 955,077 71 
 
 1879 
 
 3,843,79:) 84 
 
 1850 
 
 217,026 49 
 
 1865 
 
 1,237,514 54 
 
 1880 
 
 3,789,197 95 
 
 Total r 
 
 esources 
 
 
 
 
 $61,749,326 13 
 
 
 
 
 
 
 EXPENDITUEES OF SCHOOL DISTRICTS. 
 
 As will be seen from the preceding table, the financial resources of school 
 districts, as reported from 1837 to 1880 inclusive, aggregate $61,749,363.13. 
 Taking this sum and deducting the amount of moneys remaining on hand, 
 September 6, 1880, which is reported as being $679,282.83, the total expendi- 
 tures by school districts for all purposes, for the forty-four years included, 
 amount to $61,070,043.30. The amount of expenditures each year, as well 
 as the purposes for which the payments were made, were not reported in any 
 complete form previous to 1862, consequently the amounts applied to each pur- 
 pose for years preceding that date cannot be definitely ascertained. Previous 
 to 1874, the amounts paid on bonded indebtedness were not reported separately, 
 but were included in the expenditures for "other purposes." The following table 
 has been compiled from the reports of the school inspectors to the Superin- 
 tendent of Public Instruction, and exhibits the expenditures for the years 
 named for the several items of teachers' wages, building and repairs, bonded 
 indebtedness, and other purposes, including incidental expenses : 
 
28 
 
 EDUCATION IN MICHIGAN. 
 
 Teak. 
 
 Paid Men 
 Teachers, 
 
 Paid Women 
 Teachers, 
 
 Paid for 
 
 Building and 
 
 Repairs. 
 
 Paid on 
 
 Bonded 
 
 Indebtedness, 
 
 Paid for all 
 
 Other 
 Purposes. 
 
 Total 
 Expenditures. 
 
 1862 
 
 5221,865 24 
 196,263 49 
 209,049 38 
 208,990 78 
 269,639 95 
 336,054 95 
 382,639 04 
 430,901 81 
 549,703 31 
 601,389 13 
 639,401 13 
 631,665 24 
 731,796 48 
 749,943 90 
 786,886 15 
 760,612 36 
 750,189 36 
 712,594 79 
 714,072 85 
 
 5269,428 31 
 
 324,748 63 
 
 371,478 65 
 
 492,610 38 
 
 524,218 96 
 
 572,234 62 
 
 643,380 90 
 
 728,559 05 
 
 842,098 30 
 
 916,879 50 
 
 1,01(1,087 63 
 
 1,071,309 43 
 
 1,173,657 23 
 
 1,208,537 25 
 
 1,228,816 95 
 
 1,184,448 50 
 
 1,184,640 55 
 
 1,160,865 26 
 
 1,195,868 22 
 
 5112,877 96 
 92,604 34 
 134,504 22 
 175,471 32 
 339,620 71 
 645,437 30 
 805,705 88 
 776,074 00 
 852, 122 62 
 662,896 11 
 625,843 61 
 597,006 68 
 536,307 28 
 660,661 64 
 451,426 49 
 317,842 13 
 296,620 86 
 364,135 38 
 366,240 02 
 
 
 584.900 59 
 107,684 10 
 354,030 97 
 170,100 66 
 225,140 26 
 287,701 56 
 309,168 80 
 465,983 60 
 645,629 55 
 648,342 02 
 746,253 65 
 788,902 96 
 
 600.901 48 
 619,112 98 
 620,949 84 
 633,339 62 
 640,942 45 
 497,576 49 
 609,795 67 
 
 i 5689,072 10 
 
 1863 
 
 
 720,200 48 
 
 1864 
 
 
 869,063 23 
 
 1865 
 
 
 1,047,173 04 
 
 1866 
 
 
 1,358,617 87 
 
 1867 
 
 
 1,741,428 36 
 
 1868 
 
 
 2,140,884 62 
 
 1869 
 
 
 2,401,518 46 
 
 1870 
 
 
 2,789,553 78 
 
 1871 
 
 
 2,829,506 76- 
 
 1872 
 
 
 3,021,685 92 
 
 1873 
 
 3,138,784 31 
 
 1874 
 
 5384,964 41 
 398,106 41 
 369,780 20 
 385.613 51 
 336,347 69 
 329,466 96 
 333,938 48 
 
 3,427.616 88 
 
 1875 
 
 3,526,362 18 
 
 1876 
 
 3,457,8.59 63 
 
 1877 
 
 3,171,766 12 
 
 1878 
 
 3, 108,540 81 
 
 
 3,064,6.38 88 
 
 1880 
 
 3,109,915 14 
 
 Totals 
 
 ?9,922,359 37 
 
 516,103,766 11 
 
 58,593,298 5.t 
 
 52,538,207 56 
 
 58,456,346 95 
 
 615,613,978 5* 
 
 
 School AccoiiiioDATioiirs. 
 
 The duty of providing a school-house in each district has been required since 
 the beginning of our school system. The provisions of law relative to raising 
 taxes for building purposes have already been noted. In the earlier days, in 
 the absence of any regulating enactment, some districts failed to exercise a 
 proper degree of care in securing, previous to building, sufficient titles or leases 
 to the sites for their school-houses. The subject having been brought to the atten- 
 tion of the Legislature, an amendment to the laws was passed in 1846, which, 
 required every district to have a title in fee simple, or a lease for ninety-nine 
 years, to a site before building a stone or brick school-house on such site ; it 
 also provided that no frame school-house should be erected unless the district 
 had a title in fee simple, or a lease for fifty years, to the site, unless the dis- 
 trict secured the privilege of removing the school-house whenever lawfully 
 directed by the qualified voters. Acting in accordance with this requirement, 
 many districts soon found that they were unable, from various causes, to secure 
 a clear title or even a sufficient lease to the site determined upon. This fact 
 led the Legislature, in 1855, to pass an act for the relief of such districts by 
 which, in any case, certain proceedings might be taken that would secure to- 
 the district any site that might be selected. 
 
 The character of the school-houses that have been erected has been various,, 
 and has depended very largely upon the culture and liberality of the people that 
 have formed the districts. In some districts, a few citizens of enlarged and 
 progressive views have been able to infuse a similar spirit into the minds of 
 their neighbors, and, as a consequence, in such districts school-houses hav& 
 been built and furnished in a style that has proved the delight of pupils and 
 /teachers and the pride of the patrons ; while the children of an adjoining district 
 '' have often been required to assemble in a miserable hovel, ycleped "school- 
 house," built with less taste, and attended to with less care, than the hoise-barn» 
 of many of the fathers of the injured pupils. 
 
 As has already been stated, the original provisions for schools in Michigan 
 contemplated but one school-house and the employment of but one teacher ia 
 
HISTORICAL SKETCHES. 
 
 29 
 
 each district, and made no distinction between the different circumstances of 
 the mosc sparsely populated settlements and the growing cities and villages. 
 At the time of the pussage of these laws there were probably very few villages 
 large enough to furnish more pupils than could be accommodated in a single 
 school house, but in a very fevr years the increase of population was such that, 
 in many instances, one school house was not sufficient. The consequence was 
 that a division of the district ensued, and a new school-house was built. Then 
 soon after there would be a necessary " swarming of hives," and another division, 
 was made and a third district created. Thus, in many villages there were 
 formed, in a very few years, two, three, and four independent districts, with 
 as many iuclosures dignified with the name of school-houses. But the people 
 of these cities and villages were not satisfied to contiuue this "divide and scat- 
 ter" system, and therefore the formation of union school districts was author- 
 ized by the Legislature of 1843, and an act was soon afterward passed which 
 gave to such districts power to erect a central school-house. As an outgrowth 
 of this legislation, and the formation of such districts, there is now no city, 
 and scarcely a village, in the State, that has not one or more large and com- 
 modious school-houses to attract the eye as prominently as its churches 
 and other public buildings. And the size and external beauty of these houses 
 are not all that is worthy of note, — the inside arrangements and furniture, the 
 means for warming and ventilating, as well as the care and ornamentation of 
 the grounds, have all received their share of attention and liberal outlay. 
 
 It, is unfortunate that complete statistics relative to school accommodations 
 were not collected for quite a number of years. The following table, however, 
 exhibits some items in this connection, from 1860 to 1880, as far as reported. 
 The amount paid for building and repairs each year from 1862 to 1880 has 
 already been given in the table showing the expenditures of school districts : 
 
 YEAE. 
 
 Number of School-Houses amd Matebial 
 of consiebciion. 
 
 Whole 
 
 Number of 
 
 SitlingB in 
 
 Scliool- 
 
 Houses. 
 
 Estimated Value 
 
 
 
 
 Stono. 
 
 , Brick. 
 
 Tramo. 
 
 Log. 
 
 School Property. 
 
 1880 ... . ... 
 
 
 
 
 
 ' 
 
 $1,633,647 03 
 
 1861 
 
 
 
 
 
 
 1,710,834 35 
 
 1862 
 
 
 
 
 
 
 1,673,258 00 
 
 1863 
 
 
 
 
 
 
 1,868,204 58 
 
 1864. .. 
 
 
 
 
 
 
 2,085,372 38 
 
 1865 
 
 
 
 
 
 
 2,355,982 00 
 
 1866 
 
 67 
 73 
 72 
 74 
 78 
 77 
 79 
 80 
 81 
 79 
 80 
 81 
 82 
 78 
 75 
 
 329 
 375 
 416 
 459 
 538 
 570 
 595 
 041 
 682 
 719 
 745 
 780 
 786 
 802 
 816 
 
 3.376 
 3,509 
 3,609 
 3,766 
 3,>-67 
 4,024 
 4,153 
 4,246 
 4,390 
 4,476 
 4.577 
 4,683 
 4,753 
 4,878 
 4,949 
 
 723 
 665 
 618 
 621 
 627 
 629 
 591 
 605 
 549 
 513 
 529 
 534 
 538 
 567 
 560 
 
 
 2,854,990 00 
 
 1867 
 
 
 3,361,567 00 
 
 1868 
 
 
 4,384,081 00 
 
 1869 
 
 
 5.331,774 00 
 
 1870 
 
 
 6.234,797 00 
 
 1871 
 
 374,765 
 382,107 
 399,067 
 407.072 
 414,060 
 426.611 
 431.707 
 435,071 
 441.291 
 446,029 
 
 7.155,995 00 
 
 1872 
 
 7.470,339 00 
 
 1873 
 
 8.105,391 00 
 
 1874 
 
 8,912,698 00 
 
 1875. 
 
 9.115.354 00 
 
 1876 
 
 9.257.094 00 
 
 1877 
 
 9,159,680 00 
 
 1878 : 
 
 8.937.091 00 
 
 1879 
 
 9.01 1 ,454 00 
 
 1880 
 
 8,977,844 00 
 
 
 
30 
 
 EDUCATION IN MICHIGAN. 
 
 School Ceksus. 
 
 For the purpose of forming a basis for the apportionment of public moneys 
 to the school districts, the laws, from the beginning of the State's existence, 
 have provided that an annual census of children should be taken in each dis- 
 trict. Under the territorial laws a census of children between the ages of five 
 and sixteen was required to be taken, but no reports of the same are now to be 
 found prior to the first report of Superintendent Pierce, for 1836. The first 
 state enactment provided that the enumeration should include children between 
 the ages of five and seventeen ; in 1843 the limit of ages was changed so as to 
 include those between four and eighteen, and in 1861 this limit was again 
 changed, requiring the school census to include all children between five and 
 twenty years. Since that time the law has remained unchanged. 
 
 The following table exhibits the number of children reported in each year 
 from 1836 to 1880. The rapid increase, in the earlier years, was doubtless, to 
 a large extent, made up of reports received from new districts, where the chil- 
 dren were previously residing, but unreported, and therefore does not prove a 
 proportional increase in population. A decrease appears in 1841, while the 
 ratio of annual increase in other years varies considerably. These may proba- 
 bly be accounted for by the fact that a greater or less number of distiicts failed 
 to report some years, although having reported previously; the several changes 
 made in the ages included in the enumeration had also, doubtless, much to do 
 with the differences. 
 
 Teak. 
 
 1836.... 
 1837.... 
 183S.... 
 1839.... 
 1840.... 
 1841.... 
 1842.... 
 1843.... 
 1844.... 
 1845.... 
 1846.... 
 1847.... 
 1848.... 
 1849.... 
 1850.... 
 
 Ages. 
 
 Number of 
 Children. 
 
 Yeak. 
 
 Ages. 
 
 5 to 16 
 
 2.337 
 
 1861... 
 
 4 to 18 
 
 5 to 17 
 
 15,471 
 
 1852... 
 
 u 
 
 a 
 
 34,000 
 
 1853... 
 
 (t 
 
 u 
 
 45.892 
 
 1854... 
 
 It 
 
 11 
 
 48,817 
 
 1855... 
 
 4( 
 
 u' 
 
 47.066 
 
 1856... 
 
 1( 
 
 (I 
 
 54,790 
 
 1857... 
 
 (C 
 
 4 to 18 
 
 66,756 
 
 1858... 
 
 " 
 
 i( 
 
 ■ 80,475 
 
 1859... 
 
 (t 
 
 u 
 
 90,006 
 
 1860... 
 
 c; 
 
 fcb 
 
 97,658 
 
 1861... 
 
 5 to 20 
 
 l( 
 
 108,130 
 
 1862... 
 
 k( 
 
 (i 
 
 117.952 
 
 1863... 
 
 H. 
 
 it. 
 
 125,218 
 
 1864... 
 
 (( 
 
 ii 
 
 132,234 
 
 1865... 
 
 U 
 
 Number of 
 Children. 
 
 143,272 
 150.531 
 160,453 
 173,117 
 187,549 
 202.274 
 215,928 
 227,010 
 237,541 
 246,802 
 252,533 
 261,328 
 273,620 
 280,772 
 298,607 
 
 Yeak. 
 
 Ages. 
 
 1866... 
 
 5 to 20 
 
 1867... 
 
 t.i 
 
 1868... 
 
 u 
 
 1869... 
 
 (b 
 
 1870... 
 
 " 
 
 1871... 
 
 Ifc 
 
 1872... 
 
 ti 
 
 1873... 
 
 (t 
 
 1874... 
 
 (C 
 
 1876... 
 
 (b 
 
 1876... 
 
 ki 
 
 1877... 
 
 1.1. 
 
 1878. . 
 
 E£ 
 
 1879... 
 
 " 
 
 1880... 
 
 " 
 
 Number of 
 Children. 
 
 321,136 
 338.244 
 354,753 
 374.774 
 384.554 
 393,275 
 404,235 
 421.322 
 436,694 
 449,181 
 459,808 
 469,444 
 476.806 
 486,993 
 506,221 
 
 School Attendance. 
 
 Previous to 1869 the laws had not definitely designated who had a right to 
 attend school, and in the absence of a direct statutory enactment, the Super- 
 intendents of Public Instruction for several years previous held that no person 
 who was a proper subject for education could be excluded; but this opinion 
 was sometimes disputed. In tiie meantime, a case arose which was cairied to 
 the Supreme Court, in which the board in a ceitain district refused to admit a 
 coloied child to the sciiool. It was an ugly question, and in view o! the large 
 powers of district boards, and the silence of the statute upon tlie subiect, it is 
 not certain but the decision of the court would liave been in favor of tiie 
 district board. The Legislature of 1869 removed che necessity for a decision by- 
 enacting that "All persons, residents of any school district, and fi\e years of 
 
HISTORICAL SKETCHES. 
 
 31 
 
 age, shall have an equal right to attend any school therein." In one city an 
 attempt was then made to establish a "colored school," and iu 1871 the fol- 
 lowing was added to the law : "And no separate school or department shall be 
 kept for any persons on account of race or color." In addition to the points 
 mentioned it will be observed that the only requirement as to age that is neces- 
 sary to entitle persons to school privileges is that they shall be not less than 
 five years. Some have thought that the limits of ages, — five to twentv, — named 
 in the law providing for the school census, restricted the right to attend school, 
 but this is an erroneous impression, as the school census is taken simply to 
 secure a basis for the distribution of public moneys. No upward limit is named, 
 and consequently, any one who desires and who can be benefited by attending 
 school, is entitled to the fullest privileges of the schools, regardless of the age 
 over five to which he or she may have attained. 
 
 The following table exhibits the whole number of children reported as in 
 attendance upon the public schools each year from 1836 to 1880 inclusive : 
 
 Teak. 
 
 Number of Chil- 
 dren Attending 
 Public Sohuola. 
 
 Yeak. 
 
 Number of Chll- 
 dron Att''nding 
 Public Schuols, 
 
 Teak. 
 
 Number of Chil. 
 drt-n Attending 
 Public Scboola. 
 
 1836 . 
 
 2.377 
 
 6.943 
 
 2S,764 
 
 44,067 
 
 47.901 
 
 51.254 
 
 56,173 
 
 55.555 
 
 70,277 
 
 75,770 
 
 77.807 
 
 88,080 
 
 98.044 
 
 102.871 
 
 110,478 
 
 1851 
 
 115,165 
 103.266 
 113.792 
 129.517 
 142,307 
 153.116 
 162,936 
 173,594 
 183,759 
 193,107 
 202.504 
 207.332 
 216,144 
 215.736 
 228,629 
 
 1866 
 
 1867 
 
 1868 
 
 1^69.... 
 
 1870 
 
 246,957 
 243.161 
 
 1837 
 
 1852 
 
 liS38 
 
 1853 
 
 1854 
 
 250 996 
 
 ]8:}9 
 
 269 587 
 
 1840 
 
 1855 
 
 1856 
 
 278,6K6 
 297.466 
 
 1841 
 
 1871 
 
 1842 
 
 1857 
 
 1872 
 
 1873 
 
 303,534 
 
 1S43 
 
 1858 
 
 307 014 
 
 1844 
 
 1859 
 
 1860 
 
 1874 
 
 327 506 
 
 1845 
 
 1875 
 
 343,931 
 345 096 
 
 1846 
 
 1861 
 
 1876 
 
 1877 .. 
 
 1847 
 
 1862 .. . 
 
 357 139 
 
 1848 
 
 1863 
 
 1878 
 
 1879 
 
 359,702 
 
 1S49 
 
 1864 
 
 342,138 
 362,196 
 
 1850 
 
 1865 
 
 1880 
 
 
 
 
 When considering the entire number of children iu the State who have 
 annually been brought into school relationship, there should be taken into 
 account, in addition to the numbers given in the foregoing table, the number of 
 pupils attending private and select schools each year. It is to be regretted that 
 the statistics of such schools have not always been carefully gathered. Attempts 
 have been made in this direction at occasional intervals in the history of the 
 State, but the items furnished have lacked uniformity, and have consisted 
 chiefly of esfimates. The number of pupils in attendance upon these schools, 
 as reported each year since 1863, appears in the following table : 
 
 Yeak. 
 
 Estimated Nam. 
 ber of Children 
 Attending Pri- 
 vate Schuuld. 
 
 Yeak. 
 
 Estimated Num- 
 ber of Children 
 Attending Pri- 
 vate Bchuols. 
 
 Teak. 
 
 Estimated Num- 
 ber of Children 
 Attending PrU 
 vate Schuuls. 
 
 1863 
 
 4.708 
 4.279 
 0.276 
 8.320 
 10.703 
 11,917 
 
 1869 
 
 1870 
 
 8.807 
 9.613 
 8.772 
 8.189 
 6.7(!1 
 5,845 
 
 1875 
 
 7.934 
 
 1804, 
 
 1876 
 
 1877 
 
 8.033 
 
 1865 
 
 1871 
 
 8.958 
 
 181)6 
 
 1872 
 
 1873 
 
 1874 
 
 1878 
 
 10.634 
 
 1807 
 
 1879 
 
 18.2B3 
 
 18G8 
 
 1880 
 
 18,854 
 
 
 
/ 
 
 32 EDUCATION IN MICHIGAN. 
 
 SuPEiivisiON OF Schools and Teachers. 
 
 Frohi tho very inception of our school system until tlie present the subject 
 of supervision of schools aud teachers has received greater or less attention, 
 and yet, strange to say, a satisfactory method has not, as yet, been adopted. 
 Superintendent Pierce, in his first report to the Legislature, presented very fully 
 the importance of competent supervision by means of an intelligent inspection 
 of teachers and scliools. The first enactment provided for the examination of 
 teachers and the visitation of schools by the township board of school inspect- 
 ors. Tliis plan was followed for three years, when the Legislature, for some 
 reasou now unknown, repealed that portion of the law which required the visi- 
 tation of schools, and as a consequence, the inspectors, in most instanced, 
 remained away from the schools and left the pupils to do as they pleased and. 
 the teachers to plod along without counsel or sympathy. Such being the case. 
 Superintendent Sawyer, in his I'eport for 1841, appealed to the Legislature for 
 a change, and also stated his conviction that the township board of school 
 inspectors, for various reasons, could not be expected to fulfill the original pur- 
 poses of their appointment. He therefore recommended the enactment of a 
 law which would provide for a supervisory authority that would be coextensive 
 ■with the county, whose duty should be to examine all teachers, visit all schools, 
 collect statistics, see that the laws were efficiently executed, ascertain their de- 
 fects, suggest improvements and otherwise promote sound education. The 
 Legislature, however, did not see fit to adopt his suggestions, but in 1843 
 restored to the township board of school inspectors the requirement of visitation 
 in a modified form. This provision was such that the inspectors were to appoint 
 one of their number to visit each school in the township, at least once each 
 term, and he was to inquire into the condition of the schools, examine the pupils, 
 and give such advice to both teachers and pupils as he might deem beneficial. 
 This method of visitation, in connection with the examination of teachers by 
 the board of school inspectors, constituted all there was of supervision of the 
 common schools for twenty-four years, although the necessity for a better sys- 
 tem was frequently presented and urged upon the Legislature. 
 , In the meantime, the people of the cities and larger villages were led to see 
 the folly of attempting to conduct their schools in the loose manner provided, 
 or of leaving them without any oversight at all. Special enactments were 
 therefore petitioned for, which were granted by the Legislature, and which 
 gave to such cities and villages authority to provide for such supervision as 
 they might desire for their respective schools. In consequence of such special 
 enactments, and also under the provisions of the general law for graded and 
 high schools, competent and inteUigent supervision has been secured in many 
 schools. In the larger systems, the persons employed as superintendents devote 
 their entire time to the oversight of the schools, while in the smaller ones they 
 give that part of their time not required for supervision to teaching some of 
 the more advanced classes. The benefits of this superintendence are most 
 manifest and are seen in the order and system which prevail, instead of the 
 disorder and confusion of former times. The improved methods of instruc- 
 tion, also, which have been introduced into these schools, the grading of the 
 schools, and the classification of the pupils, are results of this intelligent 
 supervision, while the improved courses of study, and the rapid progress of the 
 pupils in these courses, make evident its advantages. 
 
 But the wants and needs of the country schools were not met by any of the 
 changes which secured the advantages of good supervision to the cides and 
 
HISTORICAL SKETCHES. 33 
 
 villages, and consequently they Wf re left subject to the imperfect plan provided 
 by the primary school laws. It therefore remained for the Legislature of 1807 ,■ 
 to take a step in advance by enacting a law whicli provided for county super- 
 intendents of schools. By tliis act such officers were to be elected biennially at 
 the spring election for a term of two years. The duties of the coupty superin- 
 tendents, required by this act, consisted chiefly in examining and licensing all 
 teachers for the public schools of the county, and in visiting each of the schools 
 of the county, at least once in each year, in order to examine carefully into the 
 discipline and the modes of instruction, and into the progress and proficiency 
 of the pupils ; to counsel with the teachers and district boards as to the course of 
 studies to be pursued, and for the improvement of the instruction and disci- 
 pline of the schools. He was also to note the condition of the school-houses 
 and appurtenances thereto, and to suggest plans for new school-houses to be 
 erected, and for warming and ventilating the same, and the general improve- 
 ment of school-houses and grounds; to inquire into the condition of district 
 and township libraries, and to counsel, when necessary, for their better man- 
 agement, and to see that the money collected from fines, etc., was devoted to 
 the support of the libraries ; to promote by public lectures and teachers' insti- 
 tutes, and by such other means as he might devise, the improvement of the 
 schools in his county, and the elevation of the character and qualifications of 
 the teachers; to consult with the teachers and school boards toward securing 
 the more general and regular attendance of children upon the public schools; : 
 and to examine the annual reports of the inspectors, and to make reports of his 
 own labors to the Superintendent of Public Instruction. This mode of super- 
 vision was hailed as a grand advance by a large number of the more earnest 
 friends of education, and great expectation of the improvement of the schools 
 was entertained. Although the scheme in many respects was faulty, yet the 
 efforts and influence of the superintendents were conducive to much good, and 
 a wide contrast was soon made manifest between the schools taught under its 
 operations and those of former years. But its defects were seized upon by those 
 ■who had, from the beginning, opposed it, and every opportunity was taken to 
 cripple and belittle it. As a consequence, a weight of popular opposition was 
 brought against it, to which the Legislature, without any attempt to remedy 
 the defects, yielded, and in 1875 repealed all of its provisions, and inaugurated 
 in its stead the present system of township suporintendency of schools. The 
 act providing for township superintendents of schools imposes upon those offi- 
 cers duties and responsibilities very similar to those formerly required of the 
 county superintendents, but limiting their jurisdiction to the townships ia 
 which they hold office, and their term of office to one year. 
 
 Examination and Emplotment of Teacheks. 
 
 Under every state enactment, as well as by the territorial provisions con- 
 cerning schools, the examination and certification of teachers have been required, 
 and the employment, at public expense, of any teacher not duly qualified by 
 holding a certificate from proper legal authority has been prohibited. The 
 original state law provided that candidates for teachers' certificates should be 
 •examined as to their knowledge of the several branches of study usually taught 
 in the primary schools, their moral character and their ability to teach and 
 govern a school. It will be observed that no particular branches were named, 
 a knowledge of which should be required by the inspectors, neither were various 
 grades of certificates provided for. When the inspectors were satisfied that the 
 candidates possessed the requisite qualifications, they were to grant certificates 
 
3i EDUCATION IN MICHIGAN. 
 
 which should be valid for one year. The inspectors were also authorized, at 
 any time after granting a certificate, to re-examine any teacher, and if such 
 teacher was found wanting in the requisite qualiflcations, they might annul his 
 or her certificate. These provisions remained materially the same until the 
 establishment of the connty superin tendency in 1867, with the exception that 
 the term for which a certificate should be valid was extended, in 1846, to a period 
 of two years. 
 
 Under the provisions of the county superintendency law, all applicants for 
 certificates were required to be examined in orthography, reading, writing, 
 grammar, geography and arithmetic, and there was no restriction placed upon 
 the authority of the superintendent to examine in such additional branches as 
 he might deem proper or as were required to be taught in the school for which 
 the candidate might be an applicant. 'I'hree grades of certificates were pro- 
 vided for, as follows : The certificate of the first grade was granted to no per- 
 son who had not taught at least one year in the State with approved ability and 
 success ; such certificate was valid throughout the county in which it was granted 
 for two years. Second grade certificates were granted to any person of ap- 
 proved learning, qualifications and character, and were valid throughout the 
 county in which they were granted for one year. A certificate of the third 
 grade merely licensed the holder to teach in some specified township for a period 
 not exceeding six months. The county superintendent had authority to revoke 
 any teacher's certificate for any reason which would have justified him in with- 
 holding it when given, or for gioss negligence of duty, or for incompetency or 
 immorality. No certificate, however, could be revoked without a re-examina- 
 tion, unless the holder should, after reasonable notice, neglect or refuse to ap- 
 pear before the county superintendent for such re-examination. Under the act 
 of 1875, which abolished the office of county superintendent of schools and es- 
 tablished that of township superintendent, the mode and requirements of exam- 
 inations, and the grades of certificates that are authorized to be issued remain 
 materially unchanged, except that the first and second grade certificates are 
 limited in their validity to the township in which they are given, and a third 
 grade certificate is granted for a specified district only. By the provisions of 
 special enactments, to which reference has already been made, the examina- 
 tion and certification of teacliers in many of the cities and larger villages have 
 been placed under the direction of the district boards, and are subject to such 
 rules and regulations as may be established by such boards. 
 
 In order to provide for a higher grade of certificates than those granted by 
 the local examining oflEicers, the act creating the county superintendency of 
 schools in 1867 vested in the Superintendent of Public Instruction the author- 
 ity to grant, on such evidence as might be satifactory to him, certificates of 
 qualification to teach in any of the public schools of the State. All certificates 
 granted under this provision were made valid during the life of the holder. 
 ■This authority existed until 1875, when it was repealed by the law which abol- 
 jished the county superintendency, and on account of some oversight, probably, 
 no provision was enacted to take its place. Eealizing the need of some law by 
 which the granting of certificates of similar extent and validity might be 
 |iulhorized, the Legislature in 1879 passed an act providing that the State 
 ■^oard of Education should have power to examine and grant certificates of 
 qualification to such teachers as might, upon thorough and critical examina- 
 tion, be found to possess eminent scholarship and professional ability. These 
 certificates are to be signed by the president and secretary of the Board and 
 are valid for a term of ten years. In addition to these enactments a law was 
 
HISTORICAL SKETCHES. 
 
 35 
 
 passed in 1857 which gave authority to the board of instruction of the State 
 Normal School to issue to certain graduates of the school a diploma and cer- 
 tificate, which should serve as a legal certificate of qualification to teach in 
 any of the public schools of the State. The provisions of this law still remain 
 unchanged. No state or normal school certificate is liable to annulment 
 except by the authority which granted it, but the effect of any certificate may 
 be suspended in any township by the proper supervisory authority of the town- 
 ship. 
 
 The laws providing for the employment of teachers have given this duty 
 exclusively lo the district board. The present enactment requires that all 
 teachers employed shall be duly qualified by having a valid certificate from a 
 proper legal authority; that all contracts for teaching shall be in writing and 
 signed by a majority of the board on behalf of the district, The contract must 
 specify the wages agreed upon, and shall require the teacher to keep a correct 
 list of the pupils attending the school, the age of esfch, and the number of 
 days each pupil is present, and to furnish the director of the district with a 
 correct copy of this register at the close of the school. By other provisions of 
 the laws, and of contracts, the teacher is held responsible to the district board 
 for the efficient discharge of every duty properly attaching to the office of 
 teacher, including the oversight and preservation of school buildings, grounds, 
 furniture, apparatus, and other school property, as well as the more important 
 work of instruction and government. 
 
 In collecting the statistics relative to the employment of teachers it has been 
 impossible to ascertain anything of a definite character for several of the years. 
 The following table exhibits the whole number of teachers' reported as having 
 been employed during the years 1845 to 1850 and 1855 to 1880 inclusive; pre- 
 vious to 1845, and during the four years intervening between 1850 and 1855, it 
 appears that the number employed was not reported. This table also shows 
 the average monthly wages of teachers during the years 1845 to 1849 and 1863 
 to 1880 inclusive, this item not having been reported for other years. In a 
 preceding table, which shows the expenditures of school districts, the total 
 amount of teachers' wages paid each year from 1862 to 1880 is given : 
 
 
 Number or Teach- 
 
 
 ers Employed. 
 
 TEAR. 
 
 
 
 
 Men. 
 
 Women. 
 
 1845 
 
 ],2U 
 
 1,839 
 
 1846 
 
 1.209 
 
 1,981 
 
 1847 
 
 1,S16 
 
 2,181 
 
 18J8 
 
 1,413 
 
 2,436 
 
 1849 
 
 1,435 
 
 2,618 
 
 1850 
 
 1.475 
 
 2,012 
 
 1855 
 
 1,600 
 
 3.474 
 
 1856 
 
 1,775 
 
 3,74S 
 
 1857 
 
 2,131 
 
 4.605 
 
 1858 
 
 2.326 
 
 4,905 
 
 1S59 
 
 2,444 
 
 5.068 
 
 1860 
 
 2,586 
 
 5,335 
 
 1861 
 
 2.326 
 
 5,-l84 
 
 181)2 
 
 2.380 
 
 5,958 
 
 1863 
 
 1.918 
 
 6,907 
 
 1864 
 
 1,816 
 
 7,000 
 
 Average Wages of 
 
 Teachers per 
 
 Month. 
 
 Men. 
 
 $11 98 
 12 71 
 
 12 87 
 
 13 71 
 
 14 14 
 
 28 17 
 34 00 
 
 Women, 
 
 |5 24 
 5 3ii 
 5 74 
 
 5 97 
 
 6 46 
 
 12 44 
 16 63 
 
 
 Ndmber or Teach- 
 
 
 ers Emploted. 
 
 TEAK. 
 
 
 
 
 Men. 
 
 Women. 
 
 1865 
 
 1,326 
 
 7,466 
 
 1866 
 
 1,687 
 
 7,495 
 
 1867 
 
 2,007 
 
 7,377 
 
 1868 
 
 2,095 
 
 7,535 
 
 1869 
 
 2,354 
 
 7,895 
 
 1870 
 
 2.793 
 
 8.221 
 
 1871 
 
 2,971 
 
 8,303 
 
 1872 
 
 3,035 
 
 8,624 
 
 1873 
 
 3.010 
 
 8,940 
 
 1874 
 
 3.158 
 
 9,120 
 
 1875 
 
 3,287 
 
 9,191 
 
 1876 
 
 3.548 
 
 9.286 
 
 1877 
 
 3.781 
 
 9,320 
 
 1878 
 
 3.916 
 
 9,467 
 
 1879 
 
 3,954 
 
 9,662 
 
 1880 
 
 4,072 
 
 9,877 
 
 Average Wages or 
 
 TEACuEbs per 
 
 Month. 
 
 Men. 
 
 141 77 
 
 43 53 
 
 44 03 
 
 47 78 
 
 47 71 
 52 62 
 49 92 
 49 11 
 
 51 94 
 
 52 45 
 51 29 
 
 48 50 
 42 54 
 41 41 
 38 69 
 37 28 
 
 Women. 
 
 |17 64 
 
 18 44 
 
 19 48 
 21 92 
 
 24 55 
 27 31 
 27 21 
 
 26 72 
 
 27 13 
 
 27 01 
 
 28 19 
 28 28 
 27 45 
 26 16 
 23 48 
 
 25 73 
 
36 education in michigan. 
 
 Graded Schools. 
 
 All the eavly schools of Michigah were from necessity ungraded schools, and 
 no attempts were made for several years after the organization of the school 
 system of the State to introduce anything looking toward the grading of any of 
 the schools. The cities and villages were the first to seek and secure such 
 legislation as would enable them to provide for the instruction of a large num- 
 ber of pupils together, and such classification as would facilitate that instruc- 
 tion and render it more effective. The first city to organize its schools into 
 one system was Detroit. By an act passed at the session of the Legislature in 
 1843, the city was united in a single district, with a board of education, to 
 which was granted full powers over the whole subject of public school educa- 
 tion within the limits of the city. The next act of legislation looking toward 
 the grading of schools was that of 1843, providing for the formation of union 
 school districts, to which allusion has already been made. This law provided 
 that " whenever the board of school inspectors of any township shall deem that 
 the interests of any of the school districts will be best promoted by so doing, 
 they may form a single district out of any two or more districts therein, and 
 classify the pupils in such district into two or more classes, according to their 
 proficiency and advancement in learning, and require that such pupils be 
 taught in distinct schools or departments as classified by them, and such dis- 
 trict may have the same number of school-houses, if necessary, and raise the 
 same amount of taxes which the original districts forming the same could raise 
 if not united." Among the first to be organized under the provisions of this 
 law were the schools of Jonesville, Flint, Coldwater, Marshall, and Battle 
 Creek. Other cities and villages were not slow in recognizing the advantages 
 to be gained by being so organized, and before many years hud elapsed a con- 
 siderable number had availed themselves of the provisions of this law. But the 
 • decade from 1850 to 1860 was very largely a period of experiment in the history 
 of the union and graded schools. Considerable opposition was manifested in 
 yarious quarters, aud as a consequence there was not that rapid growth that 
 otherwise might have been expected. The system had earnest friends, how- 
 ever, who, by intelligent and ceaseless efforts, kept its advantages before the 
 people, and ably defended it from the assaults of its enemies. By means of 
 this agitation, it constantlygained friends, public sentiment was very largely 
 brought to its support, and a foundation was laid that has never been disturbed 
 in the succeeding years. In the meantime, it was found that the provisions of 
 the law were too limited as to the powers granted the districts, and as a conse- 
 quence several cities, led by force of their necessities, asked for and obtained from 
 the Legislature special enactments. This fact, united with the experience of six- 
 yteen years, prepared the way for the law of 1859, which gave to any district, hav- 
 ing not less than two hundred children between the ages of four and eighteen 
 years, authority to organize as a graded and high school district, and granted to 
 districts that might so organize much greater powers than could be secured under 
 the previous general law. Two or more adjoining districts might also, under 
 this enactment, be united to form a graded school district. In 1861 this law 
 was changed so that districts having at least one hundred children between the 
 ages of five and twenty years, might be organized under its provisions. This 
 enactment has since that time remained materially unchanged, and under its 
 provisions the graded school districts of the State have increased until they now 
 number nearly four hundred, while through the intelligence and liberality of 
 the people, these schools have attained a high degree of development, and com- 
 pare favorably with those of any other State. 
 
HISTORICAL SKETCHES. 
 
 37 
 
 The first plan of grading, which was most usually adopted, was the separa- 
 tion of the pupils in accordance with their attainments into fire grades, desig- 
 nated as primary, secondary, intermediate, grammar, and high school, each of 
 these grades being subdivided into two or more classes. This nomenclature of 
 grades and classes has of late years, however, been very generally abandoned, 
 and three departments are recognized, known respectively as primary, gram- 
 mar, and high school, each of these departments being subdivided into four 
 grades, and requiring one year's study in each grade. It will be observed that 
 this plan provides for a twelve years' course of study, eight of which years are 
 allotted to the grades below the high school. In the larger villages and cities 
 of the State this course in its entirety is followed, while in many of the smaller 
 graded districts a strict adherence to all that such a plan contemplates has 
 been found impracticable, and the grading is more or less flexible, as local 
 necessities seem to require, but the general plan in most instances remains 
 unchanged. To present the various courses of study that have from time to 
 time been adopted in the different graded schools of the State, would be a more 
 extensive task than the design of these sketches would warrant. As showing, 
 however, the course of study which is quite generally pursued in the schools, 
 the following table is introduced in this connection, presenting the course of 
 study arranged for the primary and grammar departments, as recommended 
 for general adoption by the Michigan Superintendents' Association in 1875: 
 
 Grade. 
 
 Reading. 
 
 AKITIIMETIC. 
 
 Geography 
 AND History. 
 
 Language. 
 
 Vint. 
 
 Primer and First 
 Reader. 
 
 Writing Numhers to 50. 
 Combinations to 10. 
 
 
 Oral. 
 
 Second. 
 
 Second Reader. 
 
 Writing Numbers to 100. 
 Combinations to 20. 
 
 Geography, oral, 
 of the (Jity. 
 
 Oral. 
 
 Third. 
 
 Third Reader or 
 Equivalent. 
 
 Writing to 1000. 
 Fundamental Rules and 
 Tables. 
 
 Oral, of County 
 and State. 
 
 Oral. 
 
 Fourth. 
 
 Written Arith. through 
 Fundamental Rules. 
 
 Written Element- 
 ary Geography. 
 
 Oral. 
 
 Fifth. 
 
 Fourth Reader or 
 Equivalent. 
 
 Common and Decimal 
 Fractions. 
 
 Elementary, half 
 
 year. 
 Higher, half year. 
 
 Oral Grammar. 
 
 Sixth. 
 
 Reviews and U. S. Money 
 and Compound Num- 
 bers. 
 
 Higher Geog'phy. 
 
 Elementary Gram- 
 mar. 
 
 Seventh. 
 
 Fifth Reader or 
 Equivalent. 
 
 Percentage. 
 
 Higher Geog'phy. 
 
 Elementary Gram- 
 mar. 
 
 Eighth. 
 
 Finish and Review. 
 
 U. S. History. 
 
 Grammar or Com- 
 position. 
 
 Note.— Penmanship, spelling, music, drawing, and general oral instruction are 
 reconiinended throughout the course. 
 
 The statistics of union and graded schools were not collected, prior to 1859, 
 in such form that they could be separated from the totals for all schools; con- 
 sequently, the growth of the graded school system in the earlier years cannot 
 now be represented by numbers. The following table has been compiled from 
 the official reports of graded school districts, and exhibits several items, for the 
 years 185'J to 1880 inclusive, that may prove of interest in this connection: 
 
38 
 
 EDUCATION IN MICHIGAN. 
 
 TEAR. 
 
 Number 
 
 of 
 Graded 
 School 
 
 Diotricts 
 
 Number 
 
 of Children 
 
 in Schuol 
 
 Census. 
 
 Number 
 of Children 
 Attf^uding 
 
 School. 
 
 Paid for Su- 
 
 periotendence 
 
 and 
 
 Instruction, 
 
 Average Monthly Wages 
 or Teachbbs. 
 
 Estimated Talno 
 of 
 
 
 Men. 
 
 Women. 
 
 School Property. 
 
 1859 
 
 58 
 85 
 
 75 
 106 
 119 
 123 
 147 
 148 
 179 
 208 
 235 
 248 
 266 
 800 
 811 
 327 
 295 
 803 
 338 
 350 
 353 
 389 
 
 89,422 
 
 42,117 
 
 45.992 
 
 55.878 
 
 65,756 
 
 69,025 
 
 81,260 
 
 87,130 
 
 100,701 
 
 111.963 
 
 127,678 
 
 134,634 
 
 145.239 
 
 155.740 
 
 166,540 
 
 178,204 
 
 177,875 
 
 202,454 
 
 184,800 
 
 ] 93,764 
 
 199,115 
 
 213,712 
 
 25.832 
 
 30.670 
 
 38.450 
 
 44.774 
 
 48.968 
 
 49,934 
 
 54,092 
 
 59.298 
 
 71.235 
 
 79.867 
 
 85,098 
 
 91,692 
 
 102.899 
 
 110,096 
 
 113,433 
 
 121.919 
 
 124.467 
 
 125.849 
 
 122,814 
 
 131,868 
 
 134,137 
 
 141,153 
 
 $99,932 72 
 108.890 95 
 128.139 27 
 136,994 67 
 167,489 93 
 186,900 27 
 249.940 00 
 280.486 58 
 362.885 01 
 421,676 29 
 523,101 77 
 610,478 85 
 692,174 64 
 783,535 42 
 825,178 12 
 
 914.253 02 
 938,3;i2 26 
 975,104 84 
 930,!l96 69 
 
 971.254 67 
 947.498 29 
 997,066 94 
 
 
 
 
 1860 
 
 
 • 
 
 $511 520 25 
 
 1861 
 
 $51 75 
 48 64 
 47 86 
 
 65 52 
 
 66 04 
 
 68 90 
 84 99 
 
 77 92 
 89 75 
 97 07 
 93 34 
 91 60 
 93 79 
 
 93 92 
 
 94 88 
 89 01 
 
 78 11 
 75 98 
 
 69 59 
 
 67 95 
 
 $19 70 
 23 60 
 19 41 
 21 38 
 25 87 
 28 20 
 
 37 65 
 30 35 
 34 74 
 36 11 
 87 33 
 34 81 
 30 94 
 82 54 
 89 54 
 40 95 
 
 38 56 
 38 34 
 36 21 
 36 02 
 
 641 896 82 
 
 1862 
 
 676 207 07 
 
 1863 
 
 860 272 47 
 
 1861 ... 
 
 898 774 79 
 
 1865 
 
 1 119 379 00 
 
 1866 
 
 1,407,505 00 
 1.829,250 00 
 2,480,300 00 
 8,159.067 00 
 3,895.287 00 
 4.416.080 00 
 4,784.141 00 
 5,154.115 00 
 5.485.161 00 
 5,775,790 00 
 5.823,171 00 
 5,532,491 00 
 5,480.425 00 
 5.746.685 00 
 5,826,718 00 
 
 1867 
 
 1868 
 
 1869 
 
 1870 
 
 1871 
 
 1872 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 Public High Schools. 
 
 It will be observed that thus far in these sketches but little reference has 
 been made to the public high schools of the State. As these schools are 
 intended to supply the means for secondary education it has been thought 
 proper to treat of them in that relation. Although thus removed from this 
 connection, the fact must not be lost sight of that these schools constitute an. 
 integral part of the common school system of the State. The statistics of the 
 high suhools have not been collected apart from those of the graded schools, 
 but are included in the totals given in the preceding tables. 
 
SECONDARY EDUCATION. 
 
 I. BRANCHES OF THE UNIVERSITY. 
 
 The school system contemplated by the f ramers of the first Constitution and 
 laws of the State embraced the widest field. Not only did that system provide 
 for primary schools and a University, but it also included a plan for the estab- 
 lishment of schools of secondary grade, which should serve as a link between 
 the two. These schools were to be denominated Branches of the University. 
 Superintendent Pierce, in his first report to the Legislature, presented a plan 
 which provided that any county containinj' a given number of inhabitants, 
 should be entitled to an academy of the highest grade, as a branch of the Uni- 
 versity, on condition that the board of supervisors should procure an eligible 
 site, and (Jause suitable buildings to be erected, such as should be deemed suf- 
 ficient, and approved by the Superintendent of Public Instruction. The board 
 of supervisors were to appoint six "wise and discreet persons," who, together 
 with one appointed by the Superintendent, were to constitute the board of 
 trustees. Of this academic board, the judge of probate and the two associate 
 judges of the county, were to be ex-offlciis members, and the county clerk, 
 clerk ex-offlcio of the board. The trustees were to superintend its general con- 
 cerns, appoint professors and teachers, and make a report to a board of visitors. 
 This board was to consist of three persons, to be appointed annually, one by 
 the supervisors, and two by the Superintendent. It was to be their duty to 
 visit the academy at its annual examination, to inquire iuto its condition, ex- 
 amine the proceedings of the board of trustees, and forward their report to the 
 Superintendent. For the support of these institutions it was proposed that the 
 board of supervisors cause to be raised by the county a sum equal to that 
 which should be apportioned to it from the income of the University fund. In 
 each academy were to be three departments ; one for the education of teachers, 
 one for the higher branches of English education, and one for classical learn- 
 ing. The course of instruction for the teachers' class to be three years ; this 
 department to be open, without charge, to all who wished to fit themselves for 
 the business of teaching, on pledge of teaching at least four years, under a 
 forfeiture, if they did not. Tuition fdr the English department not to exceed 
 ten dollars, and for the classical, twelve. Whenever any county complied with 
 these requirements, it was to be entitled to an appropriation of $500 for the 
 purchase of apparatus and books. In the teachers' department the following 
 studies were recommended : the English language, writing and drawing, arith- 
 metic, mental and written, and book-keeping, geography and general history 
 combined, and history of the United States, geometry, trigonometry, mensura- 
 tion and surveying, natural philosophy and elements of astronomy, geology 
 
40 EDUCATION IN MICBIGAN. 
 
 and chemistry, constitution of the United States and of the State of Michigan, 
 select portions of the laws and duties of public officers, principles of teaching, 
 rhetoric, algebra, the nature of man as a physical, intellectual and moral 
 being, and his relative duties. 
 
 The first law under state legislation establishing the University, was 
 approved March 18, 1837, and included provisions by which it was made the 
 duty of the Kegents of- the University together with the Superintendent of 
 Public Instruction, to establish such branches in the different parts of the State 
 as should be authorized by the Legislature, and to prescribe needful rules and 
 regulations. The branches were excluded from the right to confer degrees. 
 In connection with every such branch, there was to.be an institution for the 
 education of females in the higher branches of knowledge, whenever suitable 
 buildings should be prepared. In each of the branches there was to be a 
 department of agriculture, with competent instructors in the theory of agricul- 
 ture, including vegetable physiology and agricultural cliemistry, and experi- 
 mental and practical farming and agriculture. Whenever such branches were 
 formed, there was to be in each a department especially appropriated to the 
 education of teachers for the primary schools, and such other departments as 
 the Eegents deemed necessary. Whenever the branches were established, or 
 any of them, there were to be apportioned to each, in proportion tg the num- 
 ber of scholars therein, for the support of its professors and teachers, trad also 
 for the purchase of books and apparatus, such sums as the state of the Uni- 
 versity fund should allow. 
 
 The object and importance of the branches of the University were set forth 
 in the Superintendent's report for 1838, in the following language : 
 
 It is certainly of mucli consequence to the public interests that these branches be 
 pushed forward with vigor, and be adequately sustained. They form the all-impor- 
 tant connecting link between the primary schools and the University. They are 
 specially intended to fit such young men for the regular classical course of the Uni- 
 versity, as wish to enter the institution; also to prepare some for the profession 
 of teachmg, that the primary schools may be fully supplied with competent instruc- 
 tors; and to qualify others for those numerous employments of life, which require a 
 more extended education than is usually to be obtained at the district school. 
 Unquestionably, then, they are essential to the successful and harmonious action of 
 the system. Without them, every part of it must suffer, and every department lan- 
 guish. Without teachers, thoroughly educated and bred to the profession, what 
 essential benefit can rationally be expected to result from the general establishment 
 of primary schools? 
 
 But where can we find such teachers, without furnishing the necessary means to fit 
 them for the work, and where can we better do it than in the contemplated branches 
 of the University? It is indeed of the first importance to the great interests of 
 education in our own State, that these branches be well appointed and vigorously 
 sustained. For the purpose of supporting the department for the education of teach- 
 ers, it is suggested whether a small amount might not be appropriated to this object, 
 from the income of the school fund? The proposed branches occupy the middle 
 ground, being connected on the one hand with the primary schools, by the establish- 
 ment of a department in each, for the education of teachers; and on the other with 
 the University itself, by the establishment, in each of them, of a preparatory course, 
 and being thus equally designed for the benefit of both the University and district 
 schools, it seems no more than right and just that they should be supported from 
 the funds of each. 
 
 The first formal report made by the Regents was dated January 5, 1889, 
 In this report it is stated that at their first meeting, held Juno 5, 1837, the 
 Eegents had resolved to establish branches as soon as could conveniently be 
 done; one in the first senatorial dii^trict, one in the second, two in the third, 
 one in the fourth, and three in the fifth, making eight branches in all; and 
 
HISTORICAL SKETCHES. 41 
 
 $8,000 was appropriated to aid in the payment of teachers to be employed ia 
 them, when they were organized. Five of these they had organized and put in 
 operation ; one at Pontiac, one at Monroe, one at Kalamazoo, one at Detroit, 
 and one at Niles; for all of which principal instructors were appointed. The 
 number of pupils in all the several branches was reported to be 161, ten of 
 whom were qualifying themselves as teachers for common schools, and six for 
 the University. It was estimated that in 1840 thirty students would be ready 
 to enter the Freshman or Sophomore classes; in 1841, thirty-five; in 1843, 
 forty ; and that the total number of students, whom parents designed for a 
 liberal education, was 101. The Eegents anticipated great accessions to this 
 number. They remarked, as a matter of congratulation to the State at large, 
 that "wherever a branch has been established, it has not only received the 
 decided approbation and support of the inhabitants in its immediate vicinity, 
 but has continued regularly to increase in the number of students from term 
 to term." A uniform system of studies had been adopted, subject to such 
 alterations as experience might suggest. The Regents further remarked " that 
 the system of branches, their organization, board of visitors, support of instruct- 
 ors, and, in a word, everything connected therewith, being a new and untried 
 experiment in our country, they feel the necessity and importance of proceeding 
 with caution and deliberation." The branches established did not include any 
 department^or female education. 
 
 In 1840 the Regents announced the discontinuance of the branch established 
 at Kalamazoo, and the establishment of one at White Pigeon, and one at Te- 
 cumseh. Six teachers were now employed as principals of branches, and six 
 tutors, two of whom were females. The average number of pupils under 
 instruction was two hundred and twenty-two. With a view to ensure uniformity 
 in the system of instruction, in the discipline, and in books used, the principals 
 of the branches were convened, and a uniform system adopted. One-tenth of 
 the funds arising from tuition was pledged for the establishment of a library 
 in each of these institutions. The Eegents stated that from communications 
 received by them, they had learned with regret that many young men who had 
 sought admission into the branches had been turned away for want of appro- 
 priate places of study, and of boarding houses adapted to the wants and 
 pecuniary abilities of the applicants for admission. 
 
 Superintendent Pierce, in his report for 1841, — his last communication to the 
 Legislature, — expressed his deep conviction of the importance of maintaining the 
 branches as a part of the school system. The parent institution, he maintained, 
 could not succeed without them. Its main dependence from year to year must 
 be upon the branches; and it was deemed to be equally important to the pri- 
 mary schools, as a source for educated, well-qualified and competent teachers. 
 
 The following is an extract from the report of the committee of Regents for 
 1841, to the Superintendent : 
 
 In organizing a Board of Regents to carry out the views of the Legislature, in the 
 establishment of a UnivRrsity, It is conceived to have been the primary object of this 
 body to extend its benefits as widely, and at as early a period throughout the State, 
 as the wants of the community, and the means at their disposal would permit. 
 Their attention was therefore called at as early a day as possible, to the location and 
 establishment of branches of the University, at suitable points, where the elements 
 of a classical and English education preparatory to the entrance of the students into 
 the present institution, should be taught. Th's object has been steadily pursued, not 
 only from. its being the appointed means for preparing classes for the final collegiate 
 course, but from the additional consideration that in a new and hastily settled com- 
 munity it would be one of the best and most practical means of arousing attention 
 to the value and importance of the plan of education submitted to the people in the 
 43 
 
42 EDUCATION IN MICHIGAN. 
 
 organic act, and of thus preparing the public mind to appreciate and foster it. * * 
 The committee on branches, charged with this duty, have encountered an arduous 
 taslc in the management of the correspondence, the selection of principals, and the 
 pecuniary questions which required decision and adjustment; and the board owe to 
 it much of the success which has attended that effort. Of the seven branches estab- 
 lished, live are under the direction of clergymen, and two of laymen of various relig- 
 ious denominations. The Board cannot, tliey believe, be mistaken in the importance 
 they attach to the connection between learning and morals, science and religion, and 
 at any rate, would be unjust to themselves not to express the belief tliat success can- 
 not permanently crown the institution committed to their management, after this 
 ligament is severed. 
 
 Twenty teachers and professors of all grades have been employed, who have 
 instructed an average number of two hundred and thirty-six scholars. A steady 
 Increase of number has taken place in the respective terms for the j'ear. At four of 
 the branches, namely at Monroe, White Pigeon, Niles, and Tecumseh. there have 
 been female departments under appropriate instructors, where only English branches 
 have been taught. The efiect of home schools in this department has been propi- 
 tious, and they constitute a branch of higher instruction contemplated by the act, 
 which has been appreciated by the inhabitants. In view of the whole amount of 
 instruction furnished — its character and distribution, it may be asserted that in no 
 previous year has the institution, through its branches, rendered equally important 
 services to the State. 
 
 Superintendent Sawyer, in his first report, endorsed the views of his prede- 
 cessor in relation to the importance of sustaining the branches. The Regents 
 reported, however, that to continue the branches on the system originally estab- 
 lished would be impracticable without further resources, and that those at 
 command of the Board would not be sufScient to continue them for more than 
 a year or eighteen months at furthest. The value of the branches was felt to 
 be great, yet the importance of opening the main institution was still greater, 
 inasmuch as the interests of education called for it, and all the necessary 
 buildings and preparations had been completed. The idea was conceived that 
 possibly now, since the branches had been established and were in successful 
 operation, a change might be made in the system which would subject the 
 Board to less expense, continue to foster the branches,' and afford means to 
 justify the opening of the University. A change therefore was resolved upon, 
 and instead of the Board's undertaking to support the branches by paying the 
 principals' and teachers' salaries, and receiving the avails of tuition, it was 
 determined that from and after the 19th of August there should be the sum of 
 $500 only appropriated to each brancTi, the principal to be allowed to appropri- 
 ate the proceeds of tuition to his own use, and to be at the expense of employ- 
 ing and paying necessary assistants, as well as of meeting all expenses for 
 repairing buildings. The effect of this change was the cessation of the branches 
 at Poutiac, Monroe and Niles. The remainder continued to flourish and 
 to extend their advantages to the places where they were situated. 
 
 In ]843 the Kegents reported branches in continuance at Detroit, Kalamazoo, 
 White Pigeon, Tecumseh and Ann Arbor, with a total number of 174 scholars. 
 Pecuniary considerations had induced the Board to reduce the appropriations 
 for sustaining them to $200 to each branch, exclusive of tuition fees. The 
 principals at Tecumseh and White Pigeon resigned and two others were ap- 
 pointed. The Board of Visitors for this year stated that the Superintendent 
 of Public Instruction and Kegents had seemed to have appreciated the impor- 
 tance of establishing branches, as the means of a more general diffusion of the 
 benefits of education, and of preparing students for the University, and regretted 
 that it should have been necessary from the want of means, to make a 
 retrograde movement in regard to them, by discontinuing those at Monroe, 
 Pontiac and Niles, though they concurred in the prudential reasons which 
 induced the step. They recommended as early a resuscitation and extension of 
 
HISTORICAL SKETCHES. 43 
 
 the system as an improvement in the financial condition of the University 
 would admit. 
 
 The report of the Eegents for the next year gave the number of students in 
 attendance at the branches as 133. The academy at Eomeo had been made a 
 branch, and the branch at Monroe had been revived under the direction of Mr. 
 Ira Mayhew, but without the aid of an appropriation. 
 
 In 1846 the Regents reported branches at White Pigeon, Kalamazoo, Romeo, 
 Tecumseh, and Monroe, at which there had been a total attendance during 
 the year of 347 students. The report for this year closes with the statement 
 that "these institutions continue to be useful auxiliaries to the parent institu- 
 tion." In 1847 there were four branches reported, being those at White 
 Pigeon, Romeo, Kalamazoo, and Tecumseh, in which were 287 students, of 
 whom 126 were females. 
 
 At a meeting of the Board of Eegents in August, 1848, the report of the 
 committee on the branches showed but four of them in existence, and the 
 Regents, after a careful examination, came to the conclusion that appropria- 
 tions could not be made for such as were in existence, or for the establishment 
 of others, without seriously trenching upon the resources, and limiting in a 
 great degree the usefulness, and even endangering the success of the parent 
 institution. From this period no appropriations were made to any of the 
 branches, nor have we been able to find any reports from the branches, except 
 the one at Eomeo, which furnished a statement in 1851, giving the whole 
 number of students as 201. Of these 43 were pursuing classical studies, 19 
 French, and 127 the higher mathematics and branches of English education. 
 
 Accompanying the report of the Eegents for 1852 was a memoir written by 
 Dr. Z. Pitcher, at the request of the Regents for the purpose of bringing before 
 their successors a resume of their acts and the reasons for the adoption of some 
 of their more important measures, in such a form that it might serve as a 
 guide for their action, or as a beacon to warn them, according as those acts might 
 be approved or be regarded of doubtful utility. Speaking of the branches of 
 the University, Dr. Pitcher said : 
 
 Having selected the site of tlie University, secured the means of erecting the build" 
 ings, purchasing the library, and of doing other things necessary to lay its founda- 
 tion, it became apparent that the materials for the construction of the living edifice 
 were not at hand. The blocks for the statuary were in the quarry, but there were 
 no hands to hew them into form. Our political and social institutions were yet 
 in a transition state. The common schools were then in chaos, and our wliole 
 system of public instruction in a state, at best, of inchoation. Believing that ' 
 the attempt to establish or organize the University at this stage of our political 
 existence, in this condition of the other educational institutions of the State, would 
 prove abortive, the Kegents resolved (as the constitutional authority or warrant for 
 so doing had not then been questioned) to invert the order of things contemplated 
 in the organic law, and to proceed at once to the establishment of branches as a. 
 means of furnishing the elements necessary to give vitality to the central institu- 
 tion, when the time for appointing its faculty should arrive. In order to carry this 
 purpose into effect, the committee on branches were authorized to employ an agent 
 to visit the different sections of the State and engage the cooperation of citizens 
 living at such points as seemed most suitable for the establishment of branches, and 
 to report his doings to the Board. This agent, who was restricted to eight localities, 
 reported in favor of locating a branch at Pontiac, Detroit, Monroe, Tecumseh, Niles, 
 Grand Kanids, Palmer, and Jackson, the citizens of which were required to furnish 
 the site and the edifice necessary for the accommodation of pupils. On the fulfill- 
 ment of these conditions, branches were organized at Monroe, Tecumseh, Niles, 
 "White Pigeon, Kalamazoo, Pontiac, Eomeo and Detroit. A department for the 
 education of females was added to the branches at Monroe, Tecumseh. White 
 Pigeon, Kalamazoo and Romeo. Branches were also located at Mackinac, Jack- 
 son, Utica, Tpsilanti. and Goldwater, but no appropriations were ever made for 
 their support. Ou the first organization of the Board of Kegents, it included no 
 
44 EDUCATION IN MICHIGAN. 
 
 clerical members. For this reason, the University, then in futuro,w a.s stigmatized 
 as an infidel affair, which, it was predicted, would fail to perform the functions for 
 which it had been endowed. This prediction was uttered with much confidence in 
 certain quarters, and an act for the incorporation of a sectarian college was urged 
 through the Legislature, partly hy the force of an appeal to the religious feeling of 
 the members, based on this accusation. Partly with a view to disarm that kind ot 
 opposition, and more especially because they believed it to be a duty, Irrespective of 
 it, the Board was careful to Introduce the elements of religion into the branches, 
 which they did by the appointment of clergymen of the different denominations as 
 principals thereof. In the adoption of rules for the government of the branches, 
 special care was taken to guard the common school interest from injury, by requiring 
 candidates for admission to undergo a preparatory examination. Tuition was to be 
 paid in advance. A treasurer was appointed for each branch who was required to^ 
 make a report of the funds in his hands, at the close of each term. The course of 
 study to be pursued therein was prescribed by the BoardofKegents, which embraced 
 the preparation of the pupil for college, his qualification for business, or for teach- 
 ing, as he might himself elect. With the design of inducing young men who had 
 been educated at the branches, to engage in the business of instruction, a regulation 
 was adopted which authorized the treasurer to refund the money paid for tuition to 
 all such persons as should furnish to him evidence of having been engaged in teach- 
 ing, having regard to the time they had been thus employed. A board of visitors 
 was also appointed for each branch, to whom such powers were delegated as seemed 
 necessary to the practical working of the system. 
 
 Notwithstanding the pains taken to adapt these institutions to the public exigen- 
 cies, so that their legitimate functions could be performed without infringing upon 
 another portion of the educational system, they soon began to deeline in popular 
 estimation, because they were not able at the same time to perform the functions of 
 a common school as well as those of a branch of the University. A feeling of jealousy 
 was awakened in the minds of those whose children were excluded from them, from^ 
 want either of age or of qualifications. Consequently they were soon regarded as 
 places for the education of the (so called) aristocracy of the State, and the IJniversity, 
 through the influence of the branches, began to be spoken of as an enemy to popular 
 education. If an opinion may be formed of public sentiment by the tone of certain 
 oflBcial papers, it would appear as though that feeling, instead of becoming extinct, 
 has only changed the mode and place of its appearing. Finding that the branches 
 were drawing largely upon the fund designed for the construction of the university 
 buildings, and that they were not satisfactorily accomplishing the end for which they 
 had been established, the Board of Regents, after mature deliberation, being fully 
 assured that the expense of keeping them up was greatly disproportioned to the 
 bepefits accruing therefrom, suspended, in 1846, all appropriations for their support, 
 after more than $30,000 had been expended in trying to sustain them. From this 
 experimental though abortive effort to build up and sustain branches of the Univer- 
 sity, the Board have learned, and they deem the lesson of sufficient importance to, 
 leave it on record, that local institutions of learning thrive best under the Immediate 
 management of the citizens of the place in which they are situated, and when endowed 
 or sustained by their immediate patrons. 
 
 II. INCORPORATED ACADEMIES AND SEMINARIES. 
 
 During the earlier years of tlie State's history quite a number of academies- 
 and seminaries were incorporated by special acts of the Legislatui'e, in each of 
 which more or less of intermediate instruction was given. Of the operations 
 of nearly all of these institutions we have failed to find anything on record, 
 and the fact that they were granted charters by the Legislature is the only evi- 
 dence now obtainable that they ever had even a contemplated existence. Si- 
 multaneously with the decadence of the branches of the University, these incor- 
 porated academies and seminaries rapidly increased, and to these the people 
 looked, to a considerable extent, for the accomplishment of the work previously 
 expected of the branches. The most of these incorporated institutions were- 
 under the fostering care of various religious denominations. The Legislature, 
 in granting charters, gave them a legal existence but extended to them no- 
 pecuniary aid. It was made the duty of the trustees of such institutions ta 
 submit annual reports to the Superintendent of Public Instruction, which 
 
HISTORICAL SKETCHES. 45 
 
 should exhibit the number of pupils in attendance, the state of the finances of 
 the institutions, and the condition of all their departments. A large number 
 of these charters were granted ; whereof some never went into successful opera- 
 tion, and others were soon discontinued. Very few, if any of them, uniformly 
 made the reports required of them by law. Under the first Constitution of the 
 State the Legislature was at liberty to grant special acts of incorporation to 
 each institution that might apply for the same ; the revised Constitution, 
 adopted in 1850, however, forbade the granting of special charters to any pri- 
 vate corporation whatever, and consequently it became necessary, if any such 
 institutions were to be incorporated, that the Legislature should enact a general 
 law for the same. Such a law was passed in 1855, under the provisions of 
 which has been efEected the incorporation of all institutions of learning since 
 that time. 
 
 During the decade from 1850 to 1S60 there was much doubt as to whether 
 the secondary schools should be made to form an integral part of the public 
 school system of the State, or whether they should be left independent and 
 entirely to the fostering care of private corporations. Superintendent Shear- 
 man, in his report for 1854, advised a return to the former plan of maintaining 
 branches of the University, or, in lieu of the branches, the establishment of 
 high schools as a part of the union school system. Superintendent Mayhew, 
 however, in his report for 1855, and again in 1857, recommended that the 
 various incorporated academies and seminaries be adopted by the State; that 
 the State appropriate a fund for their aid ; and that they be required to pre- 
 pare students for admission to the University. The following are his remarks 
 upon this subject : 
 
 It is desirable to foster this class of institutions, both academic and collegiate, and 
 to bring them thus into sympathy with our system of public instruction, of which 
 they do, in fact, constitute a part, inasmuch as they, in connection with our improved 
 union schools, are actually performing the work of intermediate instruction, for 
 which the branches of the University were originally established. I then respectfully 
 submit, whether justice to this class of institutions, and a due regard to the intei-ests 
 of sound learning and general education in the State, do not require that the Legisla- 
 ture make some suitable provision for their encouragement. A certain amount of 
 capital might be required as a condition upon which they should receive aid, and 
 institutions applying for it might be required to make a specific annual report, and 
 might be subjected, as at present, to inspection by a board of visitors; and the 
 amount of assistance rendered them might be equitably arranged, having reference 
 to the number of scholars in attendance upon them that are prepared to pursue — and 
 are actually pursuing — an advanced course of scientific and classical study, such as is 
 requisite for admission to the State University, and to the colleges of our country, 
 including, also, such as are actually pursuing a thorough collegiate course of study. 
 
 The recommendations of Mr. Mayhew, however, were not adopted by the 
 Legislature, and as a consequence, the academies and seminaries gradually 
 began to disappear before the advancing growth of the union school system. 
 In 1859 Superintendent Gregory stated that it was not known precisely how 
 many institutions of the academic grade remained; reports had been received 
 from but few, and these were very meagre in the information they gave. 
 Within the later years the number of incorporated academies and institutions 
 of similar grade that have reported leads us to conclude that but few now exist. 
 These have struggled hard for life, and it has been only by the most persistent, 
 energetic and self-sacrificing efforts of their friends that they still remain. 
 Notwithstanding the embarrassments and adversities with which these institu- 
 tions have had to contend, many of them have done a noble work, and to them 
 not a few of our citizens will ever look back with grateful recollection for the 
 good that they have accomplished. 
 
46 
 
 EDUCATION IN MICHIGAN. 
 
 The following list presents the names, locations, and dates of incorporation, 
 of the various academies and seminaries, as far as the same can now be ascer- 
 tained : 
 
 NAME. 
 
 Academy at Ann Arbor 
 
 Auburn Academy 
 
 White Pigeon Academy 
 
 Cass County Academy 
 
 Michigan and Huron Institute 
 
 Michigan Manual Labor Institute 
 
 Pontiac Academy 
 
 Kichland Academy 
 
 Eomeo Academy 
 
 Shelby Liberal Institute 
 
 Spring Arbor Academy 
 
 Marshall Academy 
 
 Tecumseh Academy _ 
 
 Grass Lake Academy and Teachers' Seminary. 
 
 Marshall F.emale Seminary 
 
 Allegan Academy ,. 
 
 Grand Eapids Academy , 
 
 Utica Female Seminary 
 
 Ann Arbor Female Seminary , 
 
 Misses Clark's School 
 
 Ypsilanti Seminary 
 
 Adrian Seminary 
 
 Clinton Institute 
 
 O vvosso Literary Institute 
 
 Vermontville Academical Association 
 
 Woodstock Manual Labor Institute 
 
 Eaisin Institute 
 
 White Pigeon Academy 
 
 Howell Academy 
 
 Leoni Seminarj' : 
 
 Olivet Institute 
 
 Oakland Female Seminary 
 
 Tecumseh Literary Institute 
 
 Clarkston Academical Institute 
 
 Toung Ladies' Seminary 
 
 St. Mary's Academy 
 
 Lawrence Literary Institute 
 
 Dickinson Institute 
 
 Disco Academy , 
 
 German-English School 
 
 Colon Academy 
 
 Lapeer Seminary 
 
 Michigan Female Seminary 
 
 Detroit Female Seminary 
 
 Michigan Collegiate Institute 
 
 German-American Seminary 
 
 Lansi ng Academy 
 
 Eaisin Valley Seminary. 
 
 Bedford Harmonial Seminary 
 
 German-English School 
 
 Coldwater Female Seminary 
 
 Fen ton Seminary 
 
 Trinity School 
 
 Oak Grove Academy 
 
 Spring Arbor Seminary 
 
 Michigan Military Acaideray 
 
 Somerville School 
 
 Location. 
 
 Date of 
 Charter. 
 
 Ann Arbor 
 
 1830 
 
 Auburn 
 
 1831 
 
 White Pigeon 
 
 1831 
 
 Cassopolis 
 
 1833 
 
 Kalamazoo 
 
 1833 
 
 Washtenaw Co... 
 
 1833 
 
 Pontiac 
 
 1833 
 
 Eichland 
 
 1833 
 
 Eomeo 
 
 1833 
 
 Macomb Co 
 
 1833 
 
 Spring Arbor 
 
 1835 
 
 White Pigeon 
 
 1836 
 
 Tecumseh 
 
 1837 
 
 Grass Lake..: 
 
 1839 
 
 Marshall 
 
 1839 
 
 Allegan 
 
 1843 
 
 Grand Kapids 
 
 1844 
 
 Utica 
 
 1844 
 
 Ann Arbor 
 
 1845 
 
 Ann Arbor 
 
 1845 
 
 Ypsilanti 
 
 1845 
 
 Adrian 
 
 1846 
 
 Mt. Clemens 
 
 1846 
 
 Owosso 
 
 1846 
 
 Vermontville 
 
 1846 
 
 Lenawee Co 
 
 1846 
 
 Lenawee Co 
 
 1847 
 
 White Pigeon 
 
 1847 
 
 Howell 
 
 1848 
 
 Leoni 
 
 1848 
 
 Olivet 
 
 1848 
 
 Pontiac 
 
 1849 
 
 Tecumseh 
 
 1849 
 
 Clarkston 
 
 1850 
 
 Monroe 
 
 1850 
 
 Bertraiid 
 
 1850 
 
 Lawrence 
 
 1850 
 
 Eomeo 
 
 1855 
 
 Disco 
 
 1855 
 
 Detroit 
 
 1857 
 
 Colon 
 
 1858 
 
 Lapeer 
 
 1858 
 
 Kalamazoo 
 
 1858 
 
 Detroit 
 
 1860 
 
 Leoni 
 
 1860 
 
 Detroit 
 
 1861 
 
 Lansing 
 
 1863 
 
 Adrian 
 
 1863 
 
 Calhoun Co 
 
 1865 
 
 Grand Eapids 
 
 1865 
 
 Coldwater 
 
 1866 
 
 Fenton 
 
 1868 
 
 Fenton 
 
 1868 
 
 Medina 
 
 1873 
 
 Spring Arbor 
 
 1874 
 
 Orchard Lake 
 
 1877 
 
 St. Clair 
 
 1880 
 
HISTORICAL SKETCHES. 47 
 
 Of the above named insUtntions several were subsequently changed to col- 
 leges, their names altered accordingly, and the sphere of their usefulness 
 enlarged. Among these the following may be mentioned : Michigan and Huron 
 Institute, which was chartered in 1833 and afterwards known* as Kalamazoo 
 Literary Institute, became re-incorporated in 1855 as Kalamazoo College; 
 Spring Arbor Academy, chartered in 1835, but removed in 1839 to Albion and 
 its name changed to Wesleyan Seminary, was in 1861 re-incorporated as Albion 
 College; and Olivet Institute, chartered in 1848, became Olivet College by re- 
 incorporation in 1859. Concerning these and other colleges of the State, 
 more extended notice is given elsewhere in these sketches. Of the remaining 
 institutions named in the preceding list, those that are known to be in existence 
 at the present time are: Raisin Valley Seminary, located near Adrian; Young 
 Ladies' Seminary of Monroe, at Monroe ; Michigan Female Seminary, at Kala- 
 mazoo; German-American Seminary, at Detroit; Spring Arbor Seminary, at 
 Spring Arbor; Michigan Military Academy, at Orchard Lake; and the Somer- 
 ville School at St. Clair. Concerning several of these the following sketches 
 may be of interest in this connection : 
 
 Raisin" Valley Seminaet 
 
 was originally known as Eaisin Institute. It was founded in 1839 by Harvey 
 Smith and Charles Haviland, Jr., and was incorporated by an act of the Legis- 
 lature in 1847. During the first ten years of its existence it met with continued 
 and increasing public favor, although it suffered from Several reverses, among 
 which was the death of one of its founders, Charles Haviland, Jr. But others 
 became interested in the school, and as the decay of the temporary buildings, 
 in which it had at first found accommodations, called for new and more sub- 
 stantial ones, the board of trustees succeeded in erecting and inclosing a build- 
 ing, A considerable amount had been expended upon it, when discouraging 
 influences brought to bear upon the minds of stockholders caused its comple- 
 tion to be deferred. In the meantime the financial agent of the Institute and 
 two of its trustees wei'e removed by death, and these, with other causes, seemed 
 necessarily to postpone the completion of the building and the re-opening of 
 the institute for more than five years. Mrs. Laura S. Haviland, widow of 
 Charles Haviland, Jr., became its agent, and the school was re-opened, there- 
 after meeting with continued success. In 1863 the Institute was re-incorporated 
 under the name of Eaisin Valley Seminary, and since that time it has gradually 
 grown in strength, usefulness and public favor. It is now managed by the 
 Adrian Quarterly Meeting of the Society of Friends. Erastus Test, M. D., is 
 the principal of the Seminary, and he is assisted by two associate instructors. 
 The value of the grounds, buildings and other property of the institution is 
 estimated at $10,000, and the amount of its productive funds is stated as 
 being $<!5,000. 
 
 The Young Ladies' Seminary and Collegiate Institute of Monroe 
 
 was organized during the fall- of 1849, and opened for the admission of pupils 
 December 1 of the same year. Rev. B. J. Boyd was chosen as its principal, 
 in which position he remained until within a year or two past. The institution, 
 was incorporated by special legislative enactment in 1850, its first board of 
 trustees consisting of Chas. Noble, Dan B. Miller, William H. Boyd, Robert 
 McClelland, S. R. Arnold, George Landon, W. \V. Clark, David A. Noble, 
 Thomas G. Cole, N. R. Hascall, Ira Mayhew, H. H. Northrop, C. F. Lewis, 
 
48 EDUCATION IN MICHIGAN. 
 
 H. Morgan, Warner Wing, and Charles G. Johnson. From the beginning 
 this Seniinaiy has met with much success, having enroU'ed nearly three thou- 
 sand pupils during the thirty years of its existence, about two hundred of whom 
 completed its oourse of study by graduation. The,amount of its real estate and 
 other property is estimated at about $30,000, and its annual income at over 
 $5,000. 
 
 Michigan Female Semim"aet 
 
 is located at Kalamazoo, and is under the control of the Presbyterian Synod of 
 Michigan. The articles of associatiou constituting it a corporation were adopted 
 in ]856, but the raising of funds to put the school into operation was retarded 
 by the financial depression of 1857 and subsequent years. As a consequence 
 the building was not completed until the fall of 1866. As expressed in its 
 charter, the intention of the founders of this institution was "to establish, 
 endow and control a seminary of learning, for the education of young ladies in 
 ttie higher branches of a thorough education, having reference to the entire 
 peison, physically, intellectually, morally and religiously considered ; and to be 
 essentially modeled after the Mount Holyoke Seminary in Massachusetts, 
 founded by Mary Lyon, and the Western Female Seminary at Oxford." 
 Although the institution is under the control of a religious denomination, yet 
 any strictly sectarian influence in its management and teachings is guarded 
 against by a provision of the charter, which requires that "religiously con- 
 sidered, the board of trustees shall secure the inculcation of a pure Christianity, 
 without any reference whatever to any particular church, form or practice." 
 Miss Jenneatte Fisher was, for a number of years, principal of the Seminary. 
 She was succeeded in 1879 by Mrs. Esther E. Thompson, who remained one 
 year. Miss Cornelia Eddy is the present principal, and is assisted by nine 
 associate teachers. From the time of its first opening this institution has 
 ranked among the first of its class, and has met with the most gratifying suc- 
 cess. The seminary building is a fine, large brick structure situated on the 
 north side of the Kalamazoo river, and its value, together with that of other 
 property, is estimated at $50,000. The annual income of the institution ranges 
 from $8,000 to $10,000. 
 
 Michigan Military Academy 
 
 is located at Orchard Lake in Oakland county. The demand for an institu- 
 tion in the Northwest, which should combine a system of military instruction 
 with the studies ordinarily pursued in academies and colleges, led to the estab- 
 lishment of this Academy, and its incorporation in 1877, The degree of favor 
 with which this institution has been received from the outset has proven that 
 its founders were not mistaken as to the feasibility and ultimate success of the 
 enterprise. Its superintendent is Col. J. Sumner Rogers, late of the U. S. 
 army, who is assisted in the work of instruction by six associate teachers. The 
 school has a tliree years' English and commercial course of study, a scientific and 
 engineering course, a preparatory, and an elementary coarse. In all these 
 courses military instruction is included. Arms and equipments are furnished 
 by the War Department, th^ Academy thus receiving the recognition of the 
 general government in addition to that given it by the State. Upon the rec- 
 ommendation of the visiting committee of the State University, the graduates 
 of this Academy have been admitted to the University on diploma. The value 
 of Its grounds, buildings, and other property is estimated at $50,000, and its 
 annual income averages about $28,000. 
 
HISTORICAL SKETCHES. 49 
 
 III. PUBLIC HIGH SCHOOLS. 
 
 . The establishment of public high schools in connection with the union 
 ■schools of the State, began to receive attention about the time of the retire- 
 ment of the branches of the University, and it was believed and urged by many 
 that such schools might and should be made to take the place of the discon- 
 tinued branches. Superintendent Mayhew, in his report for 1848, thus men- 
 tions these schools: "This class of institutions, which may be made to consti- 
 tute the connecting link between the ordinary common school and the State 
 University, is fast gaining upon the confidence of the people. Some of them 
 have already attained a standing rarely equaled by the academical institutions 
 of older States." In his report for 1852, Superintendent Shearman took occa- 
 sion to express his opinion that the organization of high schools in connection 
 with the union schools of the State would both more effectually subserve the 
 purposes for which common schools are established, and at the same time fur- 
 nish more efficient auxiliaries to the University than its branches were during 
 their existence. In proof of this, he deemed it proper to state that the union 
 echool at Jonesville had furnished candidates for admission to the freshman 
 class of the University, prepared in the most satisfactory manner. This, he 
 considered an important fact, as it tended to show what kind of fruits the 
 union school might be made to produce, and what relation these two portions 
 of the educational system might be made to bear to each other. There were 
 those, however, who believed that the secondary schools should be left entirely 
 to the care of private corporations, and, as has been already stated, the subject 
 received much attention for several years. But the question soon settled itself 
 as the incorporated academies disappeared before the advance of the union 
 schools. In his report for 1859, Superintendent Gregory states that "the 
 union school has vindicated its claim by the most practical of all tests, and 
 henceforth we must look to these schools to supply the demand for higher 
 intermediate education." In the same connection Mr. Gregory adds "I count 
 it as the most beautiful feature of our school system that thus, up from the 
 very midst of the primary schools, should grow these free academies, to carry 
 forward the work of those schools, and to crown them with honor. They come 
 not as strangers into the school system, claiming for themselves the post of 
 honor, engrossing the best minds and best public sympathies, and fostering a 
 pride that looks down with contempt upon the common schools as fit for only 
 the poor and ignorant; but they grow up as kindred in the great family of 
 schools, exhibiting the vitality of the system that gave them birth, and carry 
 over to the whole public school system whatever of sympathy and love they 
 may win. Like their sister schools, they invite all alike to their banquet of 
 learning, and cement in firmer union the people who drink at their common 
 founts." 
 
 From this time the public high schools continued to grow in numbers and 
 usefulness, although in some places there was considerable opposition waged 
 against their support by public taxation. This opposition culminated at last 
 in a suit brought before the Kalamazoo circuit court by Charles E. Stuart and 
 others against the school district of Kalamazoo to restrain the collection of 
 such portion of taxes as had been voted for the support of the high school in 
 that village, and for the payment of the salary of the superintendent. The 
 court rendered a decision maintaining the legality of the tax, whereupon the 
 complainants appealed to the Supreme Court of the State, which after a very 
 
50 EDUCATION IN MICHIGAN. 
 
 thorougli and cavefnl examination of the case, at the July term of the court in 
 1874, sustained the decision of the lower court. As this very able and inter- 
 esting decision is a matter of historical importance, and forever sets at rest the 
 question as to the legality of the public high schools, it has been deemed proper 
 to insert it in full in this connection. The following is the decision : 
 
 The bill in this case is filed to restrain the collection of such portion of tlie school 
 taxes assessed against complainants for the year 1872 as have been voted for the sup- 
 port of the liigh school in that village and for the payment of the salary of the 
 superintendent. While, nominally, this is the end sought to be attained by the bill, 
 the real purpose of the suit is wider and vastly more comprehensive than this brief 
 statement would indicate, inasmuch as it seeks a judicial determination of the right 
 of school authorities, in what are called union school districts of the State, to levy 
 taxes upon the general public for the support of what in this State are known as high 
 schools, and to make free by such taxation the instruction of children in other lan- 
 guages than the English. I'he bill is, consequently, of no small interest to all the 
 people of the State, and to a large number of very flourishing schools it is of the 
 very highest interest, as their prosperity and usefulness, in a large degree, depend 
 upon the method in which they are supported, so that a blow at this method seems a 
 blow at the schools themselves. The suit however, is not to be regarded as a blow 
 purposely aimed at the schools. It can never be unimportant to know that taxation, 
 even for the most useful or indispensable purposes, is warranted by the strict letter of 
 the law ; and whoever doubts its being so in any particular case, may well be justified 
 by his doubts in asking a legal investigation, that, if errors or defects in the law are 
 found to exist, there may be a review of the subject in legislation, and the whole 
 matter be settled on legal grounds, in such manner and on such principles as the "pub- 
 lic will may indicate, and as the Legislature may prescribe. 
 
 The complainants rely upon two objections to the taxes in question, one of which 
 is general, and the other applies only to the authority or action of this particular 
 district. The general objection has already been indicated; the particular objection 
 is that, even conceding that other districts in the State may have authority under 
 special charters or laws, or by the adoption of general statutes, to levy taxes for the 
 support of high schools In which foreign and dead languages shall be taught, yet this 
 district has no such power, because the special legislation for its benefit, which was 
 had in 1869, was invalid for want of compliance with the Constitution in the forms 
 of enactment, and it has never adopted the general law (Compiled Laws, § S742), by 
 taking a vote of the district to establish a union school in accordance with its provis- 
 ions, though ever since that law was enacted the district has sustained such a school, 
 and proceeded in its action apparently on the assumption that the statutes in all 
 respects were constitutional enactments, and had been complied with. 
 * , Whether this particular objection would have been worthy of serious consideration 
 had it been made sooner, we must, after this lapse of time, wholly decline to consider. 
 This district existed de facto, and we suppose dejure, also, for we are not informed to 
 the contrary, when the legislation of 1859 was had, and from that time to the present 
 it has assumed to possess and exercise all the franchises which are now brought in 
 question, and there has since been a steady concurrence of action on the part of its 
 people in the election of officers, in the levy of large taxes, and in the employment 
 of teacliers for the support of a high school. The State has acquiesced in this 
 assumption of authority, and it has never, so far as we are advised, been questioned 
 by any one until, after thirteen years' user, three individual tax-payers, out of some 
 thousands, in a suit instituted on their own behalf, and to which the public authori- 
 ties give no countenance, come forward in this collateral manner and ask us to annul 
 the franchises. To require a municipal corporation, after so long an acquiescence, 
 to defend, in a merely private suit, the irregularity, not only of its own action, but 
 even of the legislation that permitted such action to be had, could not be justified by 
 the principles of law, much less by those of public policy. We may justly take cog- 
 nizance in these cases of the notorious fact that municipal action is often exceedingly 
 infoimal and irregular, when, after all, no wrong or illegality has been intended, 
 and the real purpose of the law has been had in view and been accomplished; so that 
 it may be said the spirit of the law has been kept while the letter has been disre- 
 garded. We may also find in the statutes many instances of careless legislation 
 under which municipalities have acted for many years, until important interests have 
 sprung up, which might be crippled or destroyed, if then for the first time matters of 
 form in legislative action were suffered to be questioned. If every municipality must 
 be subject to be called into court at any time to defend its original organization and 
 
HISTORICAL SKETCHES. 51 
 
 its franchises at the will of any dissatisfied citizen who may feel disposed to question 
 them, and subject to dissolution, perhaps, or to be crippled in authority and powers 
 if defects appear, however complete and formal may have been the recognition of its 
 rights and privileges, on the part alike of the State and of its citizens, it may very 
 justly be said that few of our municipalities can be entirely certain of the ground 
 they stand upon, and that any single person, however honestly inclined,'if disposed 
 to be litigious, or over technical and precise, may have it in his power in many cases 
 to cause infinite trouble, embarrassment and mischief. 
 
 It was remarked by Mr. Justice Campbell in People v. Maynard, 15 Mich., 470, that 
 "in public affairs where the people have organized themselves under color of law into 
 the ordinary municipal bodies, and have gone on year after year raising taxes, mak- 
 ing improvements, and exercising their usual franchises, their rights are properly 
 regarded as depending quite as much on the acquiescence as on the regularity of their 
 origin, and no ex post facto inquiry can be permitted to undo their corporate existence. 
 Whatever may he the rights of individuals before such general acquiescence, the cor- 
 porate standing of the community can no longer be open to question." To this doc- 
 trine were cited Bumsey v. People, 19 N. Y., 41, and Lanning v. Carpenter, 20 N . Y., 447. 
 The cases of State v.£unJcer,o9 Me.,b66; People v. Salomon, 84 111,41, and People v. 
 Zothrop, 24 Mich., 235, are in the same direction. The Legislature has recognized 
 this principle with special reference to school districts, and has not only deemed it 
 important that their power should not he questioned after any considerable lapse of 
 time, but has even established what is in effect a very short act of limitation for the 
 purpose in declaring that " Every school district shall, in all cases, be presumed to 
 have been legally organized, wlien it shall have exercised the franchises and privi- 
 leges of a district for the term of two years." — Comp. L. 1871, §3591. This is wise 
 legislation, and short as the period is, we have held that even a less period is suffi- 
 cient to justify us in refusing to interfere except on the application of the State 
 itself. — School District v. Joint Board, etc., 27 Mich., 3. 
 
 It may be said that this doctrine is not applicable to this case because here the 
 corporate organization is not questioned, but only the authority which the district 
 asserts to establish a high school and levy taxes therefor. But we think that, though 
 the f tatutc may not in terras apply, in principle it is strictly applicable. The dis- 
 trict claims and has long exercised powers which take it out of the class of ordinary 
 school districts, and place it in anotiier class altogether, whose organization is greatly 
 different, and whose authority is much greater. So far as the externals of corporate 
 action are concerned, the two classes are quite distinct, and the one subserves pur- 
 poses of a higher order than the other, and is permitted to levy much greater bur- 
 dens. It is not very clear that the case is not strictly within the law; for the organi- 
 zation here claimed is that of a union school district, and nothing else, and it seems 
 little less than an absurdity to say it maybe presumed from its user of corporate 
 powers to be a school district, but not such a district as the user indicates and as it 
 has for so long a period claimed to be. But however that may be, we are clear that 
 even if we might be allowed by the law to listen to the objection after the two years, 
 we cannot in reason consent to do so after thirteen. It cannot be permitted that 
 communities can be suffered to be annoyed, embarrassed and unsettled by having 
 agitated in the courts after such a lapse of time questions which every consideration 
 of fairness to the people concerned and of public policy require should be raised and 
 disposed of immediately or never raised at all. 
 
 The more general question which the record presents we shall endeavor to state in 
 our own language, but so as to make it stand out distinctly as a naked question of 
 law, disconnected from all considerations of policy or expediency; in which light 
 alone are we at liberty to consider it. It is, as we understand it, that there is no 
 authority in this State to make the high schools free by taxation levied on the peo- 
 ple at large. The argument is that while there may be no constitutional provision 
 expressly prohibiting such taxation, the general course of legislation in the State 
 and the general understanding of the people have been such as to require us to regard 
 the instruction in the classics and in living modern languages in these schools as 
 in the nature uot of practical and therefore necessary instruction for the benefit of 
 the people at large, but rather as accomplishments for the few, to be ."ought after in 
 the main by those best able to pay for them, and to be paid for by those who seek 
 them, and not by general tax. And not only has this been the general state policy, 
 but this higher learning of itself when supplied by the State, is so far a matter of 
 private concern to those who receive it that the couits ought to declare it Incompe- 
 tent to supply it wholly at the public expense. This is in substance, as we under- 
 stand it, the position of the complainants in this suit. 
 
 W hen this doctrine was broached to us, we must confess to no little surprise that 
 
52 EDUCATION IN MICHIGAN. 
 
 the legislation and policy of our State were appealed to against the right of the State 
 to furnish a liberal edncation to the j'outh of the State in schools brought within the 
 reach of all classes. We supposed it had been always understood in this State that 
 education, not merely in the rudiments, but in an enlarged sense, was regarded as an 
 important practical advantage to be supplied at their option to rich and poor alike, 
 and not as something pertaining merely to culture and accomplishment to be brought 
 as such within the reach of those whose accumulated wealth enabled them to pay for 
 it. As this, however, is now so seriously disputed, it may be necessary, perhaps, to 
 take a brief survey of the legislation and general course, not only of the State, but of 
 the antecedent Territory, on the subject. 
 
 It is not disputed that the dissemination of knowledge by means of schools has 
 been a prominent object from the first, and we allude to the provision of the ordi- 
 nance of 1787 on that subject, and to the donation of lands bj' Congress for the pur- 
 pose, only as preliminary to what we may have to say regarding the action of the 
 territorial authorities in the premises. Those authorities accepted in the most 
 liberal spirit the requirement of the ordinance that "schools and the means of educa- 
 tion shall forever be encouraged," and endeavored to make early provision therefor 
 on a scale which shows they were fully up to the most advanced ideas that then 
 prevailed on the subject. The earliest territorial legislation regarding education, 
 though somewhat eccentric in form, was framed in this spirit. It was "an act to 
 establish the Catholepistemiad, or University of Michigania," adopted August 26,1817, 
 which not only incorporated the institution named in the title, with its president 
 and thirteen professors, appointed by the Governor, but it provided that its board of 
 instruction should have power "to regulate all the concerns of the institution, to en- 
 act laws for that purpose," "to establish colleges, academies, schools, libraries, muse- 
 ums, atheneums, botanic gardens, laboratories and other useful literary and scientific 
 institutions, consonant to the laws of the United States of America, and of Michigan, 
 and to appoint ofScers and instructors and instructresses, in, among, and throughout 
 the various counties, cities, towns, townships and other geographical divisions of 
 Michigan." To provide for the expenses thereof the existing public taxes were in- 
 creased fifteen per cent., and from the proceeds of all future taxes fifteen per cent, was 
 appropriated for the benefit of this corporation. Territorial Laws, vol. 2, p. 104; 
 Shearman's School Laws, p. 4. The act goes but little into details, as was to be ex- 
 pected of a law which proposed to put the whole educational system of the common- 
 wealth into the hands and under the control of a body of learned men, created and 
 made territorial oflicers for the purpose of planning and" carrying it out; but the gen- 
 eral purpose was apparent that throughout the Territory a system of most liberal 
 education should be supported at the public expense for the benefit of the whole peo- 
 ple. The system indicated was prophetic of that which exists to-day, and is remark- 
 able in this connection mainly, as being the very first law on the subject enacted in 
 the Territory, and as announcing a policy regarding liberal instruction which, though 
 perhaps impracticable in view of the then limited and scattered population of the 
 Territory, has been steadily kept in view from that day to the present. 
 
 This act continued in force until 1821, when it was repealed to make way for one 
 "for the establishment of an university," with more limited powers, and authorized 
 only " to establish colleges, academies and schools depending upon the said univer- 
 sity," and which, according to the general understanding at the time and afterwards, 
 were to he schools intermediate between the universitv and such common schools as 
 might exist or be provided for. Code of 1820, p. 443; Code of 1827, p. 445. In 1827 
 the educational system was supplemented by " an act for the establishment of com- 
 mon schools," which is also worthy of special attention and refiection, as indicating 
 what was understood at that day by the common schools which were proposed to be 
 established. 
 
 The first section of that act provided "that every township within this Territory, 
 containing fifty families or householders, shall be provided with a good schoolmaster 
 or schoolmasters, of good morals, to teach children to read and write, and to instruct 
 them in the English or French language, as well as in arithmetic, orthography, and 
 decent behavior, for such term of time as shall be equivalent to six montlis for one 
 school in each year. And every township containing one hundred families or house- 
 holders, shall be provided with such schoolmaster or teacher for such term of time as 
 shall be equivalent to twelve months for one school in each year. And every town- 
 ship containing one hundred and fifty families or householders shall be provided with 
 such schoolmaster or teacher for such term of time as shall be equivalent to six 
 monlhs in each year, and shall, in addition thereto, be provided with a schoolmaster 
 or teacher, as above described, to instruct children in the English language for such 
 term of time as shall be equivalent to twelve months for one school in each year. 
 
HISTORICAL SKETCHES. 53 
 
 Andevery township containing two hundred families or householders shall be provided 
 with a grammar schoolmaster, of good morals, loeii instructed in the Latin, French, 
 and English languages, unci shall, in addition thereto, be provided with a schoolmas- 
 ter or teacher, as above described, to instruct children in the English language for 
 such term of time as shall be equivalent to twelve months for each of said schools in 
 each year." And the townships respectively were required under a heavy penalty, 
 to be levied in case of default on the inhabitants generally, to keep and maintain the 
 schools so provided for. Code of 1827, p. 448 ; Territorial Laws, vol. 2, p. 472. 
 
 Here, then, was a general law, which, under the name of common schools, required 
 not only schools for elementary instruction, but also grammar schools to be main- 
 tained. The qualifications required in teachers of grammar schools were such as to 
 leave it open to no doubt that grammar schools in the sense understood in England 
 and the Eastern States were intended, in which instruction in the classics should be 
 given, as well as in such higher branches of learning as would not usually be taught 
 in the schools of lowest grades. How is it possible, then, to say, as the exigencies of 
 complainants' case require them to do, that the term common or primary schools, as 
 made use of in our legislation, has a known and definite meaning which limits it to the 
 ordinary district schools, and that consequently the legislative authority to levy 
 taxes for the primary schools cannot be held to embrace taxation for the schools sup- 
 ported by village and city districts in which a higher grade of learning is imparted. 
 
 It is probable that this act, like that of 1817, was found in advance of the demands 
 of the people of the Territory, or of their ability to support liigh schools, and it was 
 repealed in 1833, and another passed which did not expressly require the establish- 
 ment or support of schools of secondary grade, but which provided only for school 
 directors, who must maintain a district school at least three months in each year. 
 Oode of 1833, p. 129. The act contains no express limitations upon their powers, but 
 it is not important now to consider whether or not they extended to the establish- 
 ment of grammar schools as district schools, where, in their judgment, they might be 
 required. Such schools would certainly not be out of harmony with any territorial 
 policy that as yet had been developed or indicated. 
 
 Thus stood the law when the Constitution of 1835 was adopted. The article on 
 education in that instrument contained the following provisions: 
 
 "2. The Legislature shall encourage by all suitable means the promotion of intel- 
 lectual, scientifical, and agricultural improvement. The proceeds of all lands that 
 have been, or hereafter may be granted by the United States to this State for the 
 support of schools, which shall hereafter be sold or disposed of, shall be and remain a 
 perpetual fund, the interest of which, together with the rents of all such unsold 
 lands, shall be inviolably appropriated to the support of schools throughout the 
 State. 
 
 "3. The "Legislature shall provide for a system of common schools, by which a 
 school shall be kept up and supported in eacli school district at least three months in 
 every year; and any school district neglecting to keep up and support such a school 
 maybe deprived of its equal proportion of the interest of the public fund." 
 
 The fifth section provided for the support of the University, " with such branches 
 as the public convenience may hereafter demand for the promotion of literature, the 
 arts and sciences," etc. Two things are specially noticeable in these provisions; 
 First, that they contemplated provision by the State for a complete system of in- 
 struction, beginning with that of the primary schools, and ending with that of the 
 University; Second, that while the Legislature was required to make provision for 
 district schools for at least three months in each year, no restriction was imposed 
 upon its power to establish schools intermediate the common district school and the 
 University, and we find nothing to indicate an interest to limit their discretion as to 
 the class or grade of schools to which the proceeds of school lands might be devoted, 
 or as to the range of studies or grade of instruction which might be provided for in 
 the district schools. 
 
 In the ver3' first executive luessage after the Constitution went into effect, the Gov- 
 ernor, in view of the fact that " our institutions have leveled the artificial distinctions 
 existing in the societies of other countries, and have left open to every one the avenues 
 to distinction and honor," admonished the Legislature that it was their " imperious 
 duty to secure to the State a general diffusion of knowledge," and that " this can in 
 no wise be so certainly effected as by the perfect organization of a uniform and liberal 
 system of common schools." Their " attention was therefore called to the effectua- 
 tion of a perfect school system, open to all classed, as the surest basis of public hap- 
 piness and prosperity." In his second message he repeated his admonitions, advis- 
 ing that provision be made for ample compensation to teachers, that those of the 
 highest character, both moral and intellectual, might be secured, and urging that the 
 
54 EDUCATION IN MICSIGAN. 
 
 This message indicated no plan, but referred the Legislature to the report of the 
 Superintendent, who would reuommend a general system. 
 
 The system reported by Superintendent Pierce contemplated a University, with 
 branches in different narts of the State as preparatory schools, and district schools. 
 This is the parent of our present system, and though its author did not find the Leg- 
 islature prepared to accept all his views, the result has demonstrated that he was 
 only a few years in advance of his generation, and that the changes in our school 
 system, which have since been adopted, have been in the direction of the views 
 which he then held and urged upon the public. And an examination of his official 
 report for 1837 will show that the free schools he then favored were schools which 
 taught something more than the rudiments of a common education; which were to 
 give to the poor the advantages of the rich, and enable both alike to obtain w^ithin 
 the State an education broad and liberal, as well as practical. 
 
 It would be instructive to malce liberal extracts from this report did time and 
 space permit. The Superintendent would have teachers thoroughly trained, and he 
 would have the great object of common schools "to furnish good instruction in all 
 the elementary and common branches of knowledge, for all classes of community, as 
 good, indeed, for the poorest boy in the State as the rich man can furnish for his children 
 with all his wealth." The context shows that he had the systems of Prussia and New 
 England in view, and that he proposed by free school system to fit the children of 
 the poor as well as of the rich for the highest spheres of activity and influence. 
 
 It might also be useful in this connection to show that the Prussian system and 
 that "of the Puritans," of which he speaks in such terms of praise, resemble in their 
 main feature, so far as bringing within the reach of all a regular gradation of schools 
 is concerned, the system of public instruction as it prevails in this State to-day. But 
 it is not necesaary for the purposes of the present case to enter upon this subject. It 
 must suffice to say to say that the law of 1827, which provided for grammar schools as a 
 grade of common schools, was adopted from laws which from a very early period had 
 been in existence in Massachusetts, and which in like manner, under heavy penalties, 
 compelled the support of these grammar schools in every considerable town. See 
 Mass. Laws, 1789, p. 39 ; compare General Statutes, 1860, p. 215, § 2. 
 
 The system adopted by the Legislature and which embraced a University and 
 branches, and a common or primary school in every school district of the State, was 
 put into successful operation, and so continued, with one important exception, until 
 the adoption of the (Jonstitution of 1850. The exception relates to the branches of 
 the University, which the funds of the University did not warrant keeping up, and 
 which were consequently abandoned. Private schools to some extent took their place ; 
 but when the Convention met to frame a Constitution in 1850, there were already in 
 existence in a number of the leading towns schools belonging to the general public 
 system, which were furnishing instruction which fitted young men for the University. 
 
 These schools for the most part had been organized under special laws, which, 
 while leaving the primary school laws in general applicable, gave the districts a 
 larger board of officers and larger powers of taxation for buildings and the payment 
 of teachers. As the establishment and support of such schools were optional with 
 the people, they encountered in some localities considerable opposition, which, how- 
 ever, is believed to have been always overcome, and the authority of the districts to 
 provide Instruction in the languages in these union schools was not, so far as we 
 are aware, seriously contested. The Superintendent of Public Instruction devotes a 
 considerable portion of his annual report for 1848 to these schools, and in that of 1849 
 he says: "This class of institutions, which maybe made to constitute a connecting 
 link between the ordinary common schools and the State University, is fast gaining 
 upon the confidence of the public. Those already established have generally sur- 
 passed the expectations of their founders. Some of them have already attained a 
 standing rarely equaled by the academical institutions of the older states. Large, 
 commodious, and beautiful edifices have been erected in quite a number of villages 
 for the accommodation of these schools. These school-houses frequently occupy the 
 most eligible sites in the villages where they are located. I am happy in being able 
 to state in this connection that the late capitol of our State, having been fitted up 
 at much expense, was, in June last, opened as a common school-house; and that in 
 that house is maintained a free school which constitutes the pride and ornament of 
 the City of the Straits." This common free school was a union school, equivalent in 
 its instruction to the ordinary high school in most matters, and the report furnishes 
 
HISTORICAL SKETCHES. 55 
 
 very clear evidence that the Superintendent believed schools of that grade to be 
 entirely competent under the primary school law. 
 
 It now becomes important to see whether the Constitutional Convention and the 
 people, in 1850, did anything to undo what previously had been accomplished towards 
 furnishing high schools as a part of the primary school system. The Convention cer- 
 tainly did nothing to that end. On the contrary, they demonstrated in the most 
 unmistakable manner that they cherished no such desire or purpose. The article on 
 education as originally reported, while providing for free schools to be kept in each 
 district at least three months in every year, added that " the English language and 
 no other shall be taught in such schools'." Attention was called to this provision, 
 and it was amended so as to read that instruction should be " conducted in the En- 
 glish language." The reason for the change was fully given, that as it was reported it 
 might be understood to prohibit the teaching of other languages than the English 
 in the primary schools — a result that was not desired. Judge Whipple stated in the 
 Convention that, in the section from which he came, French and German were 
 taught, and " it is a most valuable improvement of the common school system." The 
 late Superintendent Pierce said that in some schools Latin was taught, and that lie 
 himself had taught Latin in a common school. He would not adopt any provision by 
 which any knowledge would be excluded. "All that we ought to do is this: we 
 should say the Legislature shall establish primary schools." This, in his opinion, 
 would give full power, and the details could be left to legislation. See Debates of 
 the Convention, 269, 549. 
 
 The instrument submitted by the Convention to the people, and adopted Iry them, 
 provided for the establishment of free schools in every school district for at least 
 three months in each year, and for tiie University. By the aid of these we have every 
 reason to believe the people expected a complete collegiate education might be 
 obtained. The branches of the University had ceased to exist; the University had 
 no preparatory department, and it must either have been understood that young 
 men were to be prepared for the University in the common schools, or else that they 
 should go abi'oad for the purpose, or be prepared in private schools. Private schools 
 adapted to the purpose were almost unknown in the State, and comparatively a very 
 few persons were at that time of sufficient pecuniary ability to educate their children 
 abroad. The inference seems irresistible that the people expected the tendency 
 towards the establishment of high schools in the primary school districts would con- 
 tinue until every locality capable of supporting one was supplied. And this inference 
 is strengthened by the fact that a considerable number of our union schools date 
 their establishment from the year 1850 and the two or three years following. 
 
 If these facts do not demonstrate clearly and conclusively a general state policy, 
 beginning in 1817 and continuing until after the adoption of the present Consti tution, 
 in the direction of free schools in which education, and at their option the elements 
 of classical education, might be brought within the reach of all the children of the 
 State, then, as it seems to us, nothing can demonstrate it. We might follow the 
 subject further and show that the subsequent legislation has all concurred with this 
 policy, but it would be a waste of time and labor. We content ourselves with the 
 statement that neither in our State policy, in our Constitution, or in our laws, do we 
 find the primary school districts restricted in the branches of knowledge which their 
 officers may cause to be taught, or the grade of instruction that may be given, if their 
 voters consent in regular form to bear the expense and raise the taxes for the 
 purpose. 
 
 Having reached this conclusion, we shall spend no time upon the objection that the 
 district in question had no authority to appoint a superintendent of schools, and that 
 the duties of superintendency should be performed by the district board. We think 
 the power to make the appointment was incident to the full control which by law the 
 board had over the schools of the district, and that the board and the people of the 
 district have been wisely left by the Legislature to follow their own judgment in the 
 premises. 
 
 It follows that the decree dismissing the bill was right, and should be affirmed. 
 
 Previous to the year 1870 the graduates of all high schools ia the State, who 
 might seek admission to the University were required to undergo an examina- 
 tion by the university authorities, the same as other applicants. During that 
 year a plan was adopted by the University by which the high schools have since 
 been brought into closer relation with the University. This plan provides that 
 a committee of the faculty of the University shall each year visit such high 
 
56 EDUCATION IN MICHIGAN. 
 
 schools as may make application for inspection, and report to the faculty as ta 
 the courses of study pursued and the character of the instruction given in such 
 high schools. If any high school thus visited is found to have adopted and ia 
 pursuing a preparatory course of study that meets the requirements for admis- 
 sion to the literary department of the University, its graduates are admitted 
 upon their diplomas vpithout further examination. This designation of the 
 high schools by the Regents of the University, as the legitimate preparatory 
 schools, has enlarged their sphere, increased their responsibilities, and dignified 
 their work. Thus has been solved the problem as to intermediate schools in 
 the State, and in consequence our educational system has become complete and 
 connected, thereby providing for a continuous course of free instruction f-rom 
 the lowest primary grade to the highest class of the University. 
 
OIjIVER a. COMSTOOK. 
 
HIGHER EDUCATION. 
 
 I. THE UmVEESITY OP MICHIGAN.* 
 
 Endowmeistt. 
 
 The negotiations which led to the first appropriations for university purposes 
 ia the Northwest Territory were commenced in the year 1786 by the Ohio Com- 
 pany, and concluded the following year by a contract for the purchase of one 
 and a half million of acres of' the public lands. In this contract, in addition 
 to a reservation for schools and religious purposes, was a provision for the grant 
 of two entire townships as an endowment for a university. These two town- 
 ships were selected together at Athens, in Ohio, and the University located 
 upon them. The year after, John Cleves Symmes, of New Jersey, and his 
 associates, made application for the purchase of another large tract of land, 
 which comprehended what is now Cincinnati. In this contract provision was 
 also made, besides every sixteenth section for school and every twenty-ninth 
 section for religious purposes, for an appropriation of one entire township for 
 a university. It was a condition of the contract between the government and 
 the purchasers of the tract that within seven years from the completion of the 
 survey, unless Indian irruptions rendered it impracticable, they should lay off 
 the whole contract at their own expense into townships and fractional parts of 
 townships and divide the same into lots according to the land ordinance of 
 1785. lu 1788 the quantity of land first applied for by Judge Symmes was 
 reduced by a subsequent contract to one million of acres and the right to a col- 
 lege township thereby lost. 
 
 In 1804 by an act for the disposal of public lands in the Indiana Territory, 
 three townships were reserved "for the use of seminaries of learning," one of 
 which was for that portion of the territory now constituting the State of Mich- 
 igan. In 1805 the act of Congress organizing the Territory of Michigan, 
 among its other provisions, conveyed this township to the Territory for the 
 endowment of a university. This appropriation, however, seems to have been 
 of no advantage to the Territory, save, perhaps, as an indication of a policy to 
 which the government desired to make no exception. It was not\intil 1817 
 that the inhabitants of the Territory had sufficiently multiplied to make it 
 worth the while to think much of a university or even to locate the university 
 lands. This delay was probably fortunate for the cause of education, though 
 for a time its consequences afforded great embarrassment. When at last an 
 effort was make to select the university lands, it was found that they were 
 required to be chosen from those to which the Indian titles had been extin- 
 
 *A considerable portion of this article has been copied from Prof. C. K. Adams's "Historical 
 Sketch of Michigan University," published in 1871). 
 
 45 
 
58 EDUCATION IN MICHIGAN. 
 
 guished before the grant had been made. It was often difficult and sometimes 
 impossible to determine -when titles had become extinct; and, what was quite 
 as unfortunate, the lands earliest abandoned by the Indians were the lands 
 least desirable for the University. The guardians of the interests of higher 
 education, therefore, found^ themselves in a somewhat embarrassing dilemma. 
 They were compelled either to accept of such lands of insignificant value as 
 they might be able to locate, or to address themselves to Congress for relief. 
 The latter method was adopted, and a committee was appointed to prepare and 
 present the necessary memorial. It was in answer to this memorial that Con- 
 gress made the grant upon which the present endowment rests. By an act 
 approved May 20, 1836, Congress annulled the previous grant, and gave in its 
 place two entire townships. The advantage to the University of this legislation 
 did not consist merely in the larger number of acres afforded, but came quite 
 as much from the fact that the privilege was given of locating the lands in 
 detached portions, and of selecting them from any part of the public domain 
 not otherwise appropriated. 
 
 The news of this grant was received with enthusiasm in the Territory. A 
 committee was at once appointed by the Board of Eegents "to examine the 
 country and report fully their opinion in regard- to the location of the lands." 
 Employing a competent surveyor, this committee at once set about its task ; 
 and to the wisdom and energy with which the work was accomplished very 
 much of the subsequent prosperity of the University is due. 
 
 The two townships of land conveyed by Congress to Michigan as an endow- 
 ment for the University, when compared with amounts since granted to other 
 states, were by no means exceptional in quantity. On the contrary, very many 
 of the states now occupying the place of the old Northwestern Territory have 
 received much larger appropriations for the same purpose. If the grant to 
 Michigan has been productive of exceptional results, it is owing to the fact that 
 lands were selected of exceptional value. With so much wisdom, indeed, had 
 the lands been chosen, that in ten years from the time the grant had been 
 made, they were estimated by the Superintendent of Public Instruction to have 
 attained an average value of twenty dollars per acre. Nor, if we are to judge 
 exclusively from the sums received for lands sold, does this estimate appear to 
 have been extravagant. In January, 1837, the Superintendent, in his first 
 report, declared that it was more than probable that the first 20,000 acres 
 could be sold at once for as much as $20 per acre, and that the remaining 
 26,080 acres could be sold at the same rate as soon as the funds should be 
 needed. The views expressed in this report appear to have been shared by the 
 Legislature; for, by an act approved March 21, 1837, the Superintendent of 
 Public Instruction was authorized "to sell at auction so much of the univer- 
 sity lands as should amount to the sum of $500,000, none of which were to be 
 sold lower than $20 per acre." 
 
 By the report for the following year we learn that in pursuance of this 
 enactment sales amounting to more than $150,000 were made, and that the 
 average price realized was as much as $32.85 per acre. Thus it appears that 
 the Legislature formally committed itself to the policy of selling the university 
 lands at a price of not less than $30 per acre ; and, furthermore, that the sales 
 made under the act jnstified the expectation that the price designated would be 
 realized. It was in view of this virtual pledge of the Legislature, and of the 
 sales negotiated in the course of the ensuing year, that the active work of 
 organizing the University was begun. No time of realization had, indeed, 
 been designated ; but it was confidently believed by the Board of Kegents that 
 
HISTORICAL SKETCHES. 59 
 
 immediate sales under the act of 1837 would afford a suflScient income for the 
 temporary wants of the University, and that at no very distant day the full 
 amount of at least $921,600 would be received as a permanent endowment. 
 
 But this confident belief of the guardians of the University was doomed to a 
 bitter disappointment. A series of legislative acts ensued which made it cer- 
 tain that the ultimate endowment of the University would be much less than 
 had been confidently anticipated. There may be, at the present time, some 
 reason to doubt whether the full sum would have been realized within a reason- 
 able period, even if the Legislature had adhered to the policy of 1837. It is, 
 indeed, quite possible that the financial distress of the years following the act 
 would have made it difficult, within a reasonable time, to negotiate sales at the 
 price designated. It is obvious, however, that this fact was not the ground of 
 the legislative action. A mere reference to the time and nature of the acts 
 will show that such is the case. 
 
 When the Superintendent, under the act of March 21, 1837, attempted to 
 bring the lands into market, it was found that very many of them had come to 
 be occupied by settlers. An investigation proved that in every instance the 
 occupation had taken place after the lands had been regularly located for the 
 University. Manifestly, ftierefore, the occupation furnished no just claim for 
 redress. But the occupants, when they saw the lands which they had quietly 
 occupied, it might be for years, about to be taken from them, were so loud in 
 their clamors that the Legislature did not resist, the appeal. By an act ap- 
 proved March 30, 1838, or within a single year of the act which authorized the 
 sale of lands, the Legislature went so far as to release 10,240 acres of univer- 
 sity lands that had been located as early as 1830. Although, by the conditions 
 of the releasing act, the University was to receive an equal amount of new 
 lands, and such as might be appraised to be of equal value, it was found to be 
 impossible to fulfil these conditions. The best lands had been the first to be 
 located, and for that very reason it was impossible to find unoccupied lands in 
 1838 of the same value as many that had been located in 1830. The Univer- 
 sity had chosen the best of lands in 1830; and, of the lands thus chosen, the 
 best had, by very reason of their excellence, come to be occupied by settlers. 
 Thus the loss sustained by the University was two-fold : a loss of eight years, 
 during which all the best lands had been rapidly going out of market, and a 
 loss of all the advance in the value of lands located eight years before. 
 
 Other legislation of a similar character followed. In the course of the same 
 year a bill passed both houses authorizing the sale at $1.25 per acre of a large 
 quantity of university lands that had been occupied by settlers. Fortunately, 
 however. Governor Mason had been led to foresee the dire results that would be 
 sure to follow in case the bill should become a law. He therefore vetoed the 
 act, pointing out in his message that such legislation would be fatal to the value 
 of the university fund, and even intimating that the bill had been carried by 
 "a wholesale propagandism in search of adventurers to claim university 
 lands." 
 
 Although this veto of Governor Mason saved the fund from the annihilation 
 which seemed to await it, the nature of the legislation which followed discloses 
 a painful want of understanding of the real interests of the University. 
 
 In 1838 and 1839 the Legislature extended the time of payment to purchas- 
 ers of university lands. In 1840 nearly 5,0D0 acres were authorized to be 
 sold at an average price of $6.21 per acre, a price which brought to the Uni- 
 versity some $65,000 less than would have been realized, had the lands been 
 sold at the minimum price established "in 1837. Still further, in 1841, the 
 
60 EDUCATION IN MIOBIGAN. 
 
 minimum price was reduced to $15 per acre, and in 1842 to $13 per acre. 
 Worst of all, this latter reduction was even made retrospective. The county 
 judges and county surveyors were constituted into adjudicating boards with 
 power to appraise anew lands already sold, and, in case it was determined 
 that a lower price should have been fixed upon -than the price at which they 
 were sold, the Superintendent of Public Instruction was authorized to credit 
 the purchaser with the difference. The result of this policy is made clear by 
 the report of the Superintendent for 1843. It is there shown that $34,651 had 
 been either returned or credited to purchasers. The total sales up to the timf 
 of this report had amounted to $230,000; but the effect of the various acts oe 
 relief and retrospective legislation had been to reduce the amount realized for 
 the University to about $137,000, a sum which was $83,000 less than the amount 
 for which the lands had been actually sold. 
 
 There appears to be nothing to justify the supposition that this unfortunate 
 legislation was prompted by corrupt motives. Speculation and an unsound 
 currency had raised prices above their normal rates ; and when the reaction set 
 in, it was probably believed that the prices fixed upon in 1837 had been higher 
 than could be realized within any reasonable period. It is, however, to be said 
 that no time of realization had been designated, and that if all effort to effect 
 sales had been postponed until a later period, the price determined upon might 
 in all probability have been realized. Such a postponement would have involved, 
 perhaps, a postponement of the inauguration of the University. There is 
 doubtless therefore something to be said in defense of the policy pursued. But 
 it is, at least, a question whether it was not more desirable that the University 
 should ultimately come into possession of a large endowment, even if it could 
 do so only by a postponement of its organization for a few years, than that it 
 should open its doors at once at the expense of its ultimate development. 
 Howeve,r this question may be answered, the result of the policy pursued was to 
 reduce the sum ultimately realized from the sale of lands to about $450,000. 
 This sum, it will be noticed, is somewhat less than one-half of what had been 
 confidently anticipated at tlie time of the legislation in 1837. 
 
 In 1838 the Board of Eegents, in anticipation of a large ultimate income, 
 applied to the Legislature for a loan of $100,000 for the purpose of organizing 
 the University and erecting the necessary buildings. The manner in which 
 this application was received is quite enough to show that, however unwise some 
 of the acts of the Legislature may have been, the members were prompted by 
 no feelings of hostility ; for the Legislature not only granted the loan, but also 
 provided for relieving the University from the direct payment of either princi- 
 pal or interest. This latter result was accomplished by an act authorizing the 
 State Treasurer to receive from the University certain depreciated state war- 
 rants at par, and to credit the same on the loan, and also authorizing the sale 
 of university lands for similar warrants to be accredited in like manner. 
 There is direct evidence that this provision was effectual in reducing and ulti- 
 mately canceling the debt. In 1846 the Governor's message declares that the 
 debt had been reduced by means provided for in the act to $43,325, and two 
 years later a similar message shows that it had been brought down to $20,000. 
 
 We learn from the proceedings of the Board of Eegents for December 33, 
 1853, that the debt at that time had been entirely extinguished. It is a curious 
 circumstance, however, that notwithstanding the complete liquidation of the 
 debt thus brought about, the Legislature for a considerable number of years 
 regularly remitted the interest as though it were still due from the University. 
 From 1852 to 1859 neither the Board, of Regents nor any of the state officials, 
 
HISTORICAL SKETCHES. 61 
 
 either legislative or executive, appear to have been aware that the debt had 
 been paid. The matter seems to have been misunderstood by many, some con- 
 tending that the State owed the University $100,000, and others claiming that 
 the indebtedness was exactly the other way. However, since 1853, the State 
 has treated the amount as practically a donation to the University, and in 1877, 
 the Auditor General, by virtue of a resolution of the Legislature of that year, 
 made it on the records a part of the university fund, and so the $100,000 has 
 actually and justly been given by the State. 
 
 The university lands, with the exception of 377.26 acres, have all been sold, 
 and the amount of the fund and the income, September 30, 1880, was as 
 follows : 
 
 In the hands of the State $465,788 46 
 
 Due from purchasers - 73,190 08 
 
 Total university fund $538,978 54 
 
 Income 38,426 98 
 
 It became evident at an early period in the history of the University that the 
 endowment fund would be inadequate to the growing wants of the institution. 
 In 1867 the Legislature manifested a willingness to grant assistance. An act 
 was accordingly passed giving to the University an annual appropriation of 
 about $15,000; but accompanying the act was a condition which required that 
 at least one homoeopathic professor should be appointed in the department of 
 medicine. The effect of this proviso was to bring on one one of the most excit- 
 ing contests in the history of the University, It was urged by some that an 
 acceptance of the appropriation with its attached condition would endanger the 
 medical school. In this opinion the Kegents eventually concurred, and 
 accordingly did not accept it. Two years later, however, the Legislature not 
 only removed the proviso, but paid over to the University the accumulations of 
 two years, — somewhat more than $30,000. Still further, in 1873, the appro- 
 priation was increased by substituting in the place of the amount annually 
 granted, a twentieth of a mill tax on all the taxable property of the State, a 
 tax from which the University receives at the present time about $31,000 per 
 annum. 
 
 In 1875 the Legislature made a number of important appropriations for 
 special objects, aggregating 44,500. In 1877 special appropriations were also 
 made to the amount of $49,000; while in 1879, the similar appropriations 
 made aggregate $75,000. By these acts the income of the University for each 
 of the years was very largely increased. 
 
 In connection with the fund obtained from the sources above named should 
 be mentioned the income derived from the fees of students. The only charges 
 made by the University are such sums as have been found to be necessary for 
 the payment of incidental expenses. Students from Michigan are required to 
 pay a matriculation fee of ten dollars and an annual fee of twenty dollars ; 
 while residents of other states or countries pay an admission fee of twenty-five 
 dollars and an annual fee of twenty-five dollars. The payment of these sums 
 entitles the student to all the privileges of the University,, The only additional 
 expenses of the student arise from the payment for material actually consumed, 
 as for example, in the study of applied chemistry or of practical and compara- 
 tive anatomy ; and a fee of ten dollars for diploma at the time of graduation. 
 
 The following table has been prepared to show the amount of moneys received 
 
62 
 
 EDUCATION IN MICHIGAN. 
 
 each year by the University, from 1839 to 1880, from income on permanent 
 funds, legislative appropriations, and other sonrces. The first two columns are 
 compiled from the oflScial reports of the Auditor General, and are reliable, 
 ■while the third has been made up from various sources and can be considered 
 in regard to the earlier years as only approximately correct : 
 
 YEAR. 
 
 Income from 
 Permanent jTuads. 
 
 Legislative 
 Appropriations. 
 
 Receipts from 
 Other Sonrces. 
 
 Total Beaonrccs. 
 
 1839 
 
 $9,433 13 
 6,4Q2 91 
 2,263 61 
 10,146 45 
 994 83 
 8,688 48 
 10,040 68 
 4,816 94 
 11,915 00 
 19,020 34 
 6,090 48 
 9,644 70 
 9,315 33 
 11,493 57 
 14,874 57 
 28,119 93 
 36,758 00 
 84,575 16 
 84,635 34 
 35,425 01 
 29,026 07 
 44,142 77 
 19,499 82 
 56,199 72 
 32,374 48 
 42,538 80 
 39,469 44 
 37,415 82 
 38,877 33 
 39,744 37 
 38,400 00 
 38,157 95 
 39,000 00 
 38,550 00 
 88,341 00 
 88,590 00 
 38,475 91 
 88.371 32 
 38,264 36 
 32,299 97 
 46,921 95 
 34,784 02 
 
 
 
 $9,433 13 
 
 1840 
 
 
 
 6,402 91 
 
 1841 
 
 
 
 2,263 61 
 
 1842 
 
 
 
 10,146 45 
 
 1843 
 
 
 
 994 83 
 
 1844 
 
 
 
 3,688 48 
 
 1845. 
 
 
 $403 94 
 509 25 
 
 10,443 72 
 
 1846 
 
 
 5,326 19 
 
 1847 . . . 
 
 
 11,915 00 
 
 1848 
 
 
 1,448 71 
 
 915 62 
 
 1,006 87 
 
 2,364 95 
 
 2,297 67 
 
 2,876 94 
 
 3,491 78 
 
 3,344 84 
 
 3,584 72 
 
 3,607 20 
 
 8,884 59 
 
 4,146 73 
 
 5,705 43 
 
 5,976 86 
 
 6,340 80 
 
 6,620 00 
 
 10,421 10 
 
 20,580 78 
 
 18,768 00 
 
 20,190 15 
 
 25,686 00 
 
 22,139 00 
 
 22,039 04 
 
 22,664 75 
 
 23,352 52 
 
 28,196 88 
 
 31,927 71 
 
 40,010 41 
 
 46,599 66 
 
 51,725 12 
 
 62,574 42 
 
 59,024 43 
 
 63,209 50 
 
 20,469 05 
 
 1849 
 
 
 7,006 08 
 
 1850 
 
 
 10,651 57 
 
 1851 
 
 
 11,680 28 
 
 1852 
 
 
 13,791 24 
 
 1853 
 
 
 17,751 51 
 
 1854 
 
 
 31,611 71 
 
 1855 
 
 
 40,097 84 
 
 1856 
 
 
 88,159 88 
 
 1857 
 
 
 38,242 54 
 
 1858 
 
 
 89,309 60 
 
 1859 
 
 
 33,172 80 
 
 1860 
 
 
 49,848 20 
 
 1861 
 
 
 25,476 68 
 
 1862 
 
 
 62,540 02 
 
 1863 
 
 
 38,994 48 
 
 1864 
 
 
 52,959 90 
 
 1865. .. . 
 
 
 60,050 22 
 
 1866 . . 
 
 
 56,183 82 
 
 1867. . 
 
 
 59,067 48 
 
 1868 
 
 
 65,430 87 
 
 1869 
 
 $38,197 02 
 18,849 58 
 15,000 00 
 52,500 00 
 90,500 00 
 27,375 00 
 49,500 00 
 58,000 00 
 59,000 00 
 60,125 00 
 90,625 00 
 94,750 00 
 
 98,736 02 
 
 1870 
 
 79,046 57 
 
 1871 
 
 1872...: 
 
 76,664 75 
 114,402 52 
 
 
 152,037 88 
 
 1874. .'. 
 
 97,892 71 
 
 
 127,986 32 
 
 1876 
 
 142,970 98 
 
 1877 
 
 148,989 48 
 
 1878 
 
 154,999 39 
 
 1879 
 
 196,571 38 
 
 1880 
 
 192,693 52 
 
 
 
 Totals 
 
 $1,129,910 01 
 
 $654,421 60 
 
 $622,634 97 
 
 $2,406,967 48 
 
 
 
 GOYEENMENT. 
 
 During the territorial period of the history of Michigan, the interests of 
 higlier education were committed to a board of trustees consisting of the Gov- 
 ernor and the Judges. As early as 1817, a curiously elaborate plan of a uni- 
 versity was adopted by this board. As the whole Territory, at that time, how- 
 
mSTOBICAL SKETCHES. 63 
 
 ever, did notcontaia more than about 6,000 souls, it was obviously impracticable 
 as yet to organize the institution. There were no students, and, indeed, there 
 was no endowment. The instrument, therefore, to which we refer is interest- 
 ing chiefly as showing the purposes of the officers of the Territory and the ideal 
 which they hoped ultimately to realize. 
 
 This early organization of the board was not, however, without its good 
 results ; for, to the University, as thus provided for, were entrusted the inter- 
 ests and direction of the subordinate schools. In 1821 an act was passed repeal- 
 ing that of 1817, and establishing an institution to be called the "University 
 of Michigan" in the city of Detroit. To this new institution were transferred 
 all the educational powers enjoyed by its predecessor. The board was empow- 
 ered to "establish such colleges, academies, and schools, depending upon said 
 University, as they might deem proper and the funds should permit." This 
 board was, furthermore, entrusted with the entire charge of the land granted 
 to the University by Congress in 1804, as well as with the sections reserved for 
 the same purpose in 1817, at the treaty with the Indians at Fort Meigs. It is 
 sufficient in this connection to say that this board continued to administer the 
 affairs of higher education until a state constitution was adopted, when the 
 Territory was admitted to the Union in 1836. 
 
 Although no university proper was established, it is of importance to note 
 that the board of trustees, during the whole of this period, continued to super- 
 intend the schools which they had established; and, furthermore, that the 
 schools under their superintendence played a very important part in the early 
 history of the University. It was of inestimable advantage, when the institu- 
 tion was finally opened, that there were in the State a number of good prepar- 
 atory schools. It remains only to be said of this territorial period that, by a 
 decision of the Supreme Court in 1856, the continuity of the corporations of 
 1817, 1831, and 1836 was affirmed, — in other words, that the three are to be 
 regarded as a single institution. 
 
 "When Michigan became a state, an important change occurred in the method 
 by which the University was to be controlled. The Constitution provided for 
 the appointment of a Board of Itegents by the Governor and the Senate. 
 Accordingly, on the 31st of March, 1837, the Senate confirmed the appoint- 
 ment of twelve persons nominated by the Governor. These and their successors, 
 together with the Governor, Lieutenant Governor, and Judges of the Supreme 
 Court constituted the Board of Eegents from 1837 to 185'i. 
 
 This method of making up the Board of Eegents was doubtless unfortunate. 
 The men appointed were almost without exception prominent politicians. The 
 new board contained not a single educator, and but two men who had been 
 members of the old board of trustees. If there had even been a president of 
 the University to give general direction to the work of organization, this want 
 of experience on the part of the Eegents would not have been so serious. There 
 was, perhaps, not a single person on the Board to whom positive objection could 
 be urged ; yet the members were nearly all engaged in public affairs of another 
 nature, and, consequently, the University was of secondary importance. By 
 the very constitution of the Board the same men who gave direction to affairs 
 in the Legislature gave similar direction in the Board of Eegents. When, 
 therefore, the Legislature was found unable to resist the clamors of settlers on 
 university lands, it would have been marvelous indeed if any very effective 
 protests had been urged by the Board of Eegents. Even the feeble remon- 
 strances made were shorn of all power by the fact that in many instances, the 
 very men who had favored them in the board opposed them in the Legislature 
 
64 EDUCATION IN MIOHIOAN. 
 
 It is difficult to resist the conviction that very much of the ill management of 
 the university lands already referred to might easily have been prevented had 
 the Board of Eegents been made up of men of undivided allegiance. 
 
 The amended Constitution, adopted in 1850, provided for an important 
 change in the method of appointing the Board of Eegents. This change was 
 effected by the following constitutional provision : 
 
 There shall bo elected in each judicial circuit, at the time of the election of the 
 judge of such circuit, a Eegent of the University, whose term of oflSce shall be the 
 same as that of such judge. The regents thus elected shall constitute the Board of 
 Eegents of the University of Michigan. * * * The Board of Regents shall have 
 the general supervision of the University, and the direction and control of all expen- 
 ditures from the university interest fund. 
 
 By this constitutional provision the most serious defects of the previous Board 
 were corrected. Some changes in detail have since been adopted, but in the 
 main the University has, from 1853 till the present time, been administered in 
 accordance with the spirit and the letter of the article jast quoted. It was 
 obviously an error to provide for the entire renewal of the Board at each elec- 
 tion, and it was soon thought unwise to restrict the election of regents to single 
 districts. Changes for the purpose of correcting these errors have accordingly 
 ■foeen made. At the present time the Board consists of eight Regents, elected 
 by the people for the term of eight years, two of the number being chosen 
 from the ritate at large at each biennial election. 
 
 A study of the development of the University since J850 will hardly fail to 
 show the wisdom of the constitutional changes made at that time. The remark- 
 able growth of the institution is unquestionably due in great measure to the 
 watchfulness and the wisdom of the Eegents chosen by the people of the State 
 to be its guardians. The experience of Michigan goes very positively to show, 
 not simply that the University is safe under the control of men elected by the 
 people, but that its aiiairs are likely to be administered with prudence and 
 ■with, ■wisdom. 
 
 Establishment and Development. 
 
 The relations of the University to the other parts of the educational system 
 of the State were established at a very early date. In 1817, some twenty years 
 before Michigan became a State, the Governor and Judges, to whom the inter- 
 ests of higher education were committed by the territorial government, drew 
 wp and adopted the following law, which may be viewed as a curiosity in the 
 history of education, both on account of its peculiarity of language and of the 
 means provided for its support. It was, however, no unusual thing at 
 that early day to provide for the establishment of literary institutions, 
 schools and colleges, and for benevolent and religious enterprises and purposes 
 by the organization of lotteries. The law was adopted and published from the 
 laws of the seven original states mentioned in its last clause, by reason of a 
 provision of the Ordinance of 1787, that the laws which the Governor and 
 Judges made and published, both civil and criminal, were to be so taken, and 
 suited to the circumstances of the Territory, and reported to and sanctioned 
 hy Congress, until the people were entitled to the organization of a General 
 Assembly : 
 
 AN ACT to establish the Catholepistemiad, or University of Michigania. 
 
 Be it enacted by the Governor and the Judges of the Territory of Michigan, That there 
 
 shall be in the said Territory a Catholepistemiad, or University, denominated the 
 
 Catholepistemiad or University of Michigania. The Catholepistemiad or University 
 
 of Michigania shall be composed of thirteen didaxuraor professorships ; flrst,a didaxia 
 
HISTORICAL SKETCHES. 65 
 
 or professorship of catholepistemia, or universal science, the didactor or professor 
 of which shall be President of the Institution; second, a didaxia or professorship of 
 anthropoglossica, or literature, embracing all the epistemum or sciences relative to 
 language; third, a didaxia or professorship of mathematica, or mathematics; fourth, 
 a didaxia or professorship of physiognostica, or natural history; fifth, a didaxia or 
 professorship of physiosophica, or natural philosophy; sixth, a didaxia or professor- 
 ship of astronomia, or astronomy; seventh, a didaxia or professorship of chymia, or 
 chemistry; eighth, a didaxia or professorship iatuca, or medical sciences; ninth, a 
 didaxia or professorsnip of ceconomia, or economical sciences; tenth, a didaxia or 
 professorship of ethica, or ethical sciences; eleventh a didaxia or professorship of 
 polemitactica, or military sciences; twelfth, a didaxia or professorship of diegetica, 
 or historical sciences; and thirteenth, a didaxia or professorship of ennoeica, or intel- 
 lectual sciences, embracing all the epistemum or sciences relative to the minds of ani- 
 mals, to the human mind, to spiritual existence, to the Deity, and to religion, the 
 didactor or professor of which shall be Vice-President of the Institution. The didac- 
 tors or professors shall be appointed and commissioned by the Governor. There 
 shall be paid from the Treasury of Michigan, in quarterly payments, to the President 
 of the institution, and to each didactor or professor, an annual salary to be from 
 time to time ascertained by law. More than one didaxia or professorship may be 
 ■conferred upon the same person. The President and didaotors, or professors, or a 
 majority of them assembled, shall have power to regulate all the concerns of the 
 institution, to enact laws for that purpose, to sue, to be sued, to acquire, to hold, and 
 to aliene property, real, mixed, and personal, to make, to use, and to alter a sea], to 
 •establish colleges, academies, schools, libraries, musseums, athenoeums, botanic gar- 
 dens, laboratories, and other useful literary and scientific institutions, consonant to 
 the laws of the United States of America, and of Michigan, and to appoint oflBcers, 
 instructors, and instructri In, among, and throughout the various counties, cities, 
 towns, townships, and other geographical divisions of Michigan. Their name and 
 «tyle as a corporation shall be "' The Catholepistemiad or University of Michigania." 
 To every subordinate instructor and instructrix appointed by tlie Catholepistemiad 
 •or University, there shall be paid from the Treasury of Michigan, in quarterly pay- 
 ments, an annual salary, to be from time to time ascertained by law. The existing 
 public taxes are hereby increased fifteen per cent.; and from the proceeds of the 
 present, and of all future public taxes, fifteen per cent, are appropriated for the bea- 
 ■€flt of the Catholepistemiad or University. The Treasurer of Michigan shall keep a 
 separate account of the university fund. The Catholepistemiad or University may 
 prepare and draw four successive lotteries, deducting from the prizes in the same 
 fifteen per cent, for the benefit of the Institution. The proceeds of the preceding 
 ■sources of revenue, and of all subsequent, shall be applied, in the first instance, to the 
 acquisition of suitable lands and buildings, and books, libraries, and apparatus, and 
 afterwards to such purposes as shall be, from time to time, by law directed. The 
 Honorarium for a course of lectures shall not exceed fifteen dollars; for classical 
 instruction ten dollars a quarter, and for ordinary instruction six dollars a quarter. 
 If the judges of the court of any county, or a majority of them, shall certify that the 
 parent or guardian of any person has not adequate means to defray the expense of 
 suitable instruction, and that the same ought to be a public charge, the Honorarium 
 shall be paid from the Treasury of Michigan. An annual report of the state, concerns, 
 and transactions of the institution, shall be laid before the legislative power for the 
 time being. This law or any part of it may be repealed by the legislative power for 
 the time being. Made, adopted, and published from the laws of seven of the original 
 states, to wit: the states of Connecticut. Massachusetts, Kew Jersey,New York, Ohio, 
 Pennsylvania, and Virginia, as far as necessary and suitable to the circumstances of 
 Michigan, at Detroit, on Tuesday the twenty-sixth day of August, in the year of our 
 Lord one thousand eight hundred and seventeen. 
 
 WILLIAM WOODBEIDGE, 
 
 Secretary of Michigan, and at present acting Governor thereof. 
 
 A. B. WOODWAED, 
 Presiding Judge of the Supreme Court of the Territory of Michigan. 
 
 JOHN GRIFFIN, 
 One of the Judges of the Territory of Michigan. 
 
 I hereby certify the above and foregoing to be a true copy of the original, now of 
 record in the ofiice of the Secretary of State, on pages 52 and 53 of tlie Executive 
 Eecords of Michigan. 
 
 E. E. GIBSON, 
 D^wty Secretary of State. 
 
66 EDUCATION IN MICHIGAN. 
 
 In this connection, the first annual report of the "University of Michigania" 
 may prove of interest, and it is therefore given herewith. As appears from this 
 report, the University, as established by the Governor and Judges, was not an 
 institution of learning, but a Territorial Board of Education. 
 
 The First Annual Kepoet op the University op Michigania. 
 
 To iJie Qovemor and Judges of ihe Territory of Michigan : 
 
 Gentlemen,— The report which the law establishing the University requires to be 
 laid before your honorable body cannot, in the present infant state of the institution, 
 furnish any great variety of matter. There is, as yet, but little demand in this Ter- 
 ritory for extensive literary establishments. The attention of the University, there- 
 fore, has been hitherto occupied in providing for the primary parts of education. In 
 this way they have proceeded as far as their means would permit. From their knowl- 
 edge of the several districts of the Territory they have deemed it expedient to 
 establish a primary school at the town of Munroe, one at Michilimackinaclj, and a 
 primary school and a classical academy in the city of Detroit, which they did by 
 statute. 
 
 By this an opportunity was given to the inhabitants of those places to apply for 
 the appointment of instructors and for financial aid. No such applications have been 
 made either from Munroe or from Michilimackinack. It is presumed that the inhab- 
 itants of the said places have thought themselves unable to afford encouragement to 
 capable instructors and have apprehended, what was the fact, that the University did 
 not possess any disposable funds. In the city of Detroit something more has been 
 done. In the month of October, 1817, several papers were presented at the treasury 
 of the University, purporting to be voluntary subscriptions in aid of the funds of the 
 University. The sums were payable on demand, except where the subscriber ex- 
 pressly extended payments to succeeding years, and except a provision made by a 
 statute of the University, which provides that no more than $50 annually shall be 
 demanded of any subscriber. The whole amount of subscription is about $5,100. 
 Payable on demand, $1,100; the second year, $1,000; the third year, $950; the fourth 
 year, $835; the fifth year, $571 ; the sixth year, $331 ; and the seventh, eighth, ninth 
 aiid tenth years, each $92. Another sum of $940 was also procured from donations, 
 which had been made for the relief of the citizens of Detroit in consequence of the 
 conflagration in 1805, the University assuming the responsibility against all claims 
 on the part of the donors and on the part of the sufferers. As these funds were chiefly 
 derived from the citizens of Detroit, it was deemed just by the University that the 
 said funds should first be applied to their benefit. A building was accordingly ordered 
 to be erected on one of the lots belonging to the University in the city, which was 
 appropriated for that purpose. The expenses of the building have rather exceeded 
 the amount of the first and second years' subscription, together with the aforesaid 
 donations. The plan of these prospective subscriptions has rendered It impossible 
 for the University to make those disbursements which were necessary for the imme- 
 diate establishment of schools, so that the building has been somewhat retarded and 
 is not yet completed. It was constructed with two stories, the lower of which is ap- 
 propriated to a primary school, the upper to a classical academy, and are under the 
 control of the trustees of the said institutions respectively. These two are the only 
 institutions that have been organized by the University. In them trustees and in- 
 structors have been duly commissioned. The classical academy has been in operation 
 about nine months, and the instructor therein has given abundant evidence of his 
 ability to discharge the duties of that office. The primary school has been in opera- 
 tion three months, is modeled on the Lancasterian plan, and has been conducted with 
 a success equal to the highest expectations of its trustees and visitors. The Univer- 
 sity have not had it in their power to promote any further the means of education. 
 Yet in their judgment something more ought to be done. Schools are wanting In 
 several districts of the Territory, where the inhabitants are not able to establish 
 them on any respectable footing. They are obliged either to be without instructors, 
 or, which is worse, to employ those who are unqualified. The University are also of 
 opinion that it will be expedient at an early period to found an Institution of a supe- 
 rior order, which shall be furnished with a library and philosophical apparatus. 
 Several youth are now advancing in their studies, who, in a short time, will be ready 
 to enter upon a course of collegiate education, and it will be good policy to encour- 
 age them to remain in the Territory. It will be economical with regard to pecuniary 
 resources, and will render learning accessible to those in indigent circumstances, and 
 thus the public will be benefited by genius and talents which would otherwise have 
 
HISTORICAL SKETCHES. 67 
 
 died in obscurity. Finally, the University suggest to your honorable body the query, 
 whether the said University of Michig^nia might not be so organized as to embrace 
 a greater number of persons in the corporation, and thus e:xtend the responsibility, 
 and to have at their disposal such property or resources as would enable them to 
 effect the necessary purposes of education in the Territory. 
 All which is respectfully submitted. 
 
 JOHN MONTEITH, 
 President of the University of Michigania. 
 Detroit, November 16, 1818. 
 
 In 1831 some of the provisions of the original act were abrogated ; others 
 were elaborated and defined. The policy of the University in matters of reli- 
 gion, for example, was determined to be identical with that of the common 
 schoojs. The act declared that "persons of every religious denomination were 
 capable of being elected trustees, and no person, president, professor, instructor 
 or pupil was to be refused admittance for his conscientious persuasion in mat- 
 ters of religion." It provided further that the trustees of the University 
 " might from time to time establish such colleges, academies and schools depend- 
 ent upon the University as they might think proper." It made it the duty of 
 the trustees "to inspect such colleges, academies and schools, to examine into 
 the state and system of education and discipline therein, and to make a yearly 
 report;" "to ordain rules for the government of the institution not inconsis- 
 tent with the laws of the United States or of the Territory;" and finally, it 
 authorized them to appoint a president and professors ; and to remove them at 
 pleasure. 
 
 Thus, as early as 1821, the University was placed at the head of the educa- 
 tional system of the State, with comprehensive powers and great responsibilities. 
 The fact is chiefly important as showing the manner in which the rank and 
 position of a university was regarded during the territorial period. It was not 
 until Michigan became a State, in 1836, that these ideas began to assume a 
 concrete form. Among the first acts of the new state government was the 
 appointment of John D. Pierce as Superintendent of Public Instruction, and 
 to him was entrusted the responsible work of preparing not only a system of 
 common schools, but also a plan for a university. In his first report to the 
 Legislature, Mr. Pierce presented the result of his investigation and labors and 
 recommended a system of education for the State. 
 
 After discussing at length the lower and intermediate schools, Superintend- 
 ent Pierce argued with especial ability and fullness that the University ought 
 to be organized upon the broadest basis. He recommended the ultimate estab- 
 lishment of three departments, — one of literature, science and the arts, one of 
 medicine, and one of law. He discussed at length the relations of the institu- 
 tion to the different religious denominations of the State ; and he recommended 
 that liberal policy in the appointment of professors which has since been so 
 successfully carried out. Not only were his recommendations marked by a 
 broad and comprehensive wisdom, but his faith in the future of the University 
 must have been most cheering to his associates. " In respect to the assertion," 
 said he, " that state institutions do not and cannot flourish, it may safely be 
 affirmed that the history of the past proves directly the reverse. The oldest 
 and most venerable institutions in our land are emphatically state institutions ; 
 they were planted, came up, increased in stature, and attained to the maturity 
 and vigor of manhood under the guidance and patronage of the state. The 
 same is true of nearly all the European universities ; they are state institutions, 
 founded, sustained, and directed by the state." The recommendations of this 
 report were adopted and became the basis on which the superstructure of the 
 University has been erected. 
 
€8 EDUCATION IN MICHIGAN. 
 
 The next important step in the history of the University was an effort to 
 emancipate ifc from the direct control of the Legislature. This effort was not 
 completely successful, but it was so nearly so that the Board of Kegents became 
 practically independent. In 1840 a committee, appointed to inquire into 
 the condition of the University, reported such alterations as, in their opinion, 
 were necessary to ensure its full and permanent success. Among other changes 
 they recommended with great earnestness a transfer of all authority over the 
 institution from the Legislature to the Board of Eegeuts. This recommenda- 
 tion they enforced by means of a full exposition of the work to be done, as well 
 as of the difficulty of getting it done by men chosen for the purposes of general 
 legislation. " State institutions," declares the report, "have fallen into the 
 hands of the several legislatures, — fluctuating bodies, chosen with reference to 
 their qualifications for other duties than cherishing literary institutions. When 
 legislatures have legislated directly for colleges, their measures have been as 
 fluctuating as the changing materials of which they are composed. When they 
 have acted through a board of trustees, finder the show of giving representation 
 to all, they have appointed men of such discordant and dissimilar views that 
 they never could act in concert, so that while supposed to act for and represent 
 somebody, they, in fact, have not acted and could not act for anybody. * * * 
 What the Legislature should attempt in reference to the University is, in the 
 opinion of the committee, to put the whole subject into the hands of compe- 
 tent men, leaving it with undivided responsibility on their shoulders, and then 
 the Legislature not meddle with it again, except to protect it as guardians, not 
 to destroy it as capricious despots. Repeated legislative interference, known 
 by experience to be the ruin of a cause like this, would soon dishearten every 
 regent who takes an interest or an active part in the duties of his office. 
 The duties of the regents, in their turn, will be mostly to provide the means 
 and apparatus, and the like, and to fill the various faculties with able men, and 
 to throw the undivided responsibility of carrying on the work of education on 
 them. A board of experienced regents can manage the funds of the University 
 better than any legislature ; and the faculty can manage the business of educa- 
 tion, — the interior of the college, — better than any regents." 
 
 The policy thus vigorously advocated was not at once adopted. As we have 
 above seen, the Legislature frequently interfered with the interests of the Uni- 
 versity by unwise legislation between 1840 and the time of the adoption of the 
 new Constitution in 1850. Interference, however, was not frequent. Practi- 
 cally the control of the institution, even during the period mentioned, was in 
 the hands of the Board of Eegents. From the first, also, the interior work of 
 the University was entrusted exclusively to the professors. It is not too much 
 to say that it is largely to this separation of powers, and to this absence of offi- 
 cious interference that very much of the jirosperity of the University is to be 
 attributed. 
 
 We have already seen in a preceding chapter of these sketches, that the 
 founders and early trustees of the University gave it power to establish and 
 direct subordinate colleges and academies, and as the subject received attention 
 at length in that connection, further mention of it is omitted here. 
 
 We now approach a period of very great importance in the history of the 
 University. In 1850a new state Constitution was adopted, and an important 
 change was made in the organization of the Board of Regents. The modifica- 
 tion which had been recommended, as we have above seen, in 1840, was now 
 brought about by means of a constitutional provision. The ten or eleven years 
 that had elapsed since the organization of the board had been enough to con- 
 
HISTORICAL SKETCHES. 69 
 
 vince the law-makers that a change was imperatively demanded. Under the 
 system by which the Eegents were appointed by the Governor and Senate, the 
 Board was chiefly made up of politicians rather than of m'en of superior educa- 
 tional qualifications. The new Constitution struck boldly at the root of the 
 evil. Not only were' the Regents henceforth to be elected directly by the peo- 
 ple, but they were to possess greatly increased powers. 
 
 "The Board of Eegents," declared the new Constitution, "shall have gen- 
 eral supervision of the University, and the direction and control of all expend- 
 itures from the university interest fund." This important clause, it may be 
 remarked, has been interpreted as giving to the Board exemption from the con- 
 trol of the Legislature ; and under shelter of it, the Eegents have not hesitated 
 to disregard the authority of the Legislature wlienever the interests of the Uni- 
 versity have seemed to demand such action. In this course the Board has 
 been sustained by the Supreme Court of the State. Id is probable that no one 
 act in the dealings of the State with the University has conferred a greater 
 benefit i;pon the institution than the clause above quoted. BefoTe 1351 the 
 University was controlled by good men, it is true, but by men who were ap- 
 pointed because of their political prominence rather than because of their 
 interest in affairs of education, while since that time the Eegents have been 
 men selected solely on account of their real or supposed ability and disposition 
 to administer wisely the interests of the University. 
 
 No sooner did the new Board of Eegents enter upon their duties than the 
 University seemed to enter upon a new career of prosperity. Good plans had 
 been adopted, and a firm foundation had been laid ; but as yet the edifice had 
 not begun to rise. Indeed a positive decline in the number of students at the 
 University had taken place. The first catalogue, that of 1843-4, gives us the 
 names of fifty-three students. This number was gradually increased until 1848, 
 when the number had reached eighty-nine. Then for the next five years there 
 was a steady and serious decline. In 1852 the number of students in the 
 department of literature, science, and the arts was only fifty-seven, a smaller 
 number than had been present any year since 1845. 
 
 But now an important change took place. The new Constitution required 
 that the Board of Eegents elect a president of the University ; and this duty they 
 wisely fulfilled by calling to the position Eev. Henry P. Tappan, D, D., of New 
 York. President Tappan brought to the University not only great abilitjy and 
 culture, but also an unusual enthusiasm in the work of higher education. He had 
 studied the educational systems of the different European states, and had 
 acquired a great admiration for the system of Prussia. On coming to the Uni- 
 versity, therefore, he had but to develop and amplify the policy that had been 
 recommended, and, indeed, adopted by Superintendent Pierce as early as 1837. 
 But it should be said that up to the advent of President Tappan that policy 
 had lain practically dormant. Previous to 1850, when the medical department 
 was inaugurated, nothing but the ordinary classical course had been opened ; 
 in a word, there was nothing about the institution on his arrival to remind one 
 that the Prussian system had ever been so much as thought of, much less rec- 
 ommended and decided upon. 
 
 In his inaugural address the President reviewed what had been recommended 
 by Superintendent Pierce and others, and announced his purpose to develop 
 the principles that they had adopted. Addressing the Board on the subject, he 
 used these words : " I propose, then, generally, that you follow out the princi- 
 ples you have adopted, and perfect manfully your system of education accord- 
 ing to those principles." The great merit, then, of President Tappau's work 
 
70 EDUCATION IN MICHIGAN. 
 
 for the University was not so much that he advanced new doctrines and pro- 
 posed new theories, as that he discovered the means of bringing into actual 
 existence and practice what had previously been no more than an ideal. 
 
 The interior development of the University was at once begun. The Presi- 
 dent's policy in this regard was foreshadowed in his inaugural and in his first 
 report. " "We see," said he, " a university faculty giving instruction in a col- 
 lege or gymnasium. Our first object will be to perfect this gymnasium. To 
 this end we propose a scientific course parallel to the classical course. There 
 will be comprised in it, besides other branches, civil engineering, astronomy 
 with the use of an observatory, and the application of chemistry to agriculture 
 and the industrial arts generally. The entire course will run through four 
 years, in which the students will be distributed into four classes similarly to 
 the classical course. Students who pursue the full scientific course we shall 
 graduate as Bachelors of Science. In addition to this we shall allow students 
 to pursue special courses, and give them at their departure certificates of their 
 proficiency." 
 
 The policy thus promulgated by President Tappan differed in some impor- 
 tant particulars from that adopted generally in the older universities. At Har- 
 vard, at Yale, and elsewhere, the method pursued has been to keep the classi- 
 cal students separated in a measure from those prosecuting scientific studies. 
 In accordance with this policy the Lawrence and Sheffield schools have each a 
 more or less complete existence independent of the college proper. In Michi- 
 gan, on the other hand, the policy was adopted of keeping all the students in 
 intimate relations with one another by admitting them as far as possible to 
 the same classes. On the basis of this theory the University has been devel- 
 oped. A scientific course, strictly parallel with the classical course, was at once 
 opened ; and a little later, the course in civil engineering was added. 
 
 In order that astronomy might be successfully taught, an observatory was 
 needed. Largely through the personal solicitations of the President money 
 was raised, chiefly in Detroit, to supply this deficiency. The Detroit observa- 
 tory, when ready for use, was recognized as one of the most perfectly equipped 
 in the world, and its subsequent record has more than justified the high antici- 
 pations of its founders. In 1856 the central portion of the chemical laboratory 
 was erected; and the demand for instruction became so general that an impor- 
 tant enlargement soon became imperatively necessary. Nor in the midst of 
 all this development of scientific studies was the old classical course weak- 
 ened. On the contrary, it not only continued to enjoy the fostering care of 
 the President and the faculty, but it received an impulse in the appointment 
 of Professors Boise and Frieze to the chairs of Greek and Latin, which to 
 the present day has been to it a perpetual source of strength. The medical 
 school, which had been established just before the appointment of President 
 Tappan, was developed and strengthened. Finally, the law department was 
 opened, and under the inspiring influence of such instructors as Judges Camp- 
 bell and Cooley, and their fellow professors, it grew in the course of a few years 
 to be the most numerously attended law school in the country. 
 
 Another means by which the University was greatly strengthened and devel- 
 oped was the policy adopted by President Tappan in the appointment of 
 professors. From the first he maintained that officers of instruction should be 
 selected solely on account of their ability to instruct. When he was pressed to 
 make appointments on denominational grounds, he not only declined to do so, 
 but maintained that such appointments were wrong in principle and highly 
 injurious in practice. "Egregiously do they mistake," declared he, "the 
 
HISTORICAL SKETCHES. 71 
 
 character and ends of this institution who imagine that because it belongs to 
 no sect or party in particular, it therefore belongs to all sects and parties con- 
 jointly and of equal right. It not only does not belong to any sect or party in 
 particular ; it belongs to no sect or party at all. The prime object of a semi- 
 nary of learning is not like that of a church, to inculcate religion or perform 
 its services, but to aftord education.^ A little reflection in connection witlTl 
 some experience of the pressure of denominational interests produced in my 
 own mind, and, I believe, in the minds of the entire board, a settled conviction 
 that any regard to religious denominationalism in the appointment of profes- . "- 
 sors, is both wrong in principle and productive of endless embarrassment.Ji' 
 ' There is no safe guide in the appointment of professors save in the qualifica— , 
 [tions of the candidate." ' 
 
 Thus by the founding of new departments, by the establishment of new pro- 
 fessorships, and by the appointment of men of culture and skill to fill the 
 vacant chairs, as well as by the noble utterances of the President on educa- 
 tional subjects, the work of the University was immensely extended in breadth 
 and in depth. The first catalogue in which President Tappan's name occurs 
 contains a list of fourteen officers and two hundred and twenty-two students ; 
 the last one shows that the number had increased during the eleven years of 
 his administration to thirty officers and six hundred and fifty-two students. 
 
 In the summer of 1863 President Tappan was succeeded by Rev. Erastus 0. 
 Haven, D. D., LL. D. The circumstances attending the change of adminis- 
 tration were such as to place serious obstacles in the way of the new President. 
 Predictions were rife that disaster to the University would ensue. These pre- 
 dictions, however, proved groundless. It soon became obvious that the insti- 
 tution was too firmly established to be dependent upon any single person. Al- 
 though the University, both without and within, was violently agitated, the 
 number of students who applied for admission in the autumn of 1863 was 
 greater than ever before. It was evident that the institution had acquired a 
 momentum which no temporary agitation could check. 
 
 Embarrassments of a somewhat serious nature, however, now began to be 
 felt. During the administration of President Tappan the financial resources 
 of the University had been adequate to its most pressing necessities. The sal- 
 aries of professors in the literary department had been fixed at $1,500, and 
 plans had been adopted on the supposition that these salaries would be perma- 
 nent. On the outbreak of the war, however, prices advanced so rapidly that 
 the salaries paid were no longer equal to the necessities of the position. But 
 the income of the University was very nearly fixed. The large increase in the 
 number of students called for a similar increase of expenditure both for instruc- 
 tion and for incidentals, while the additional amount received from the small 
 fees of this increased number was altogether inadequate to the increased de- 
 mand. The University was in fact embarrassed by its prosperity. 
 
 Accordingly, in September, 1866, measures were taken by the President and 
 the Board of Eegents to bring the financial necessities of the University before the 
 Legislature. The President and several members of the Board repaired to Lan- 
 sing on the opening of the session and laid the subject before the two houses. 
 
 The result of their effort afforded no relief, although it changed the nature 
 of the embarrassment. An act was passed giving to the University a twentieth 
 of a mill tax (equivalent to about $16,000 per annum) ; but, accompanying the 
 grant was a condition which the Kegents felt it impracticable to fulfil. The 
 money was to be paid only on condition that at least one professor of homoeop- 
 athy should be appointed in the department of medicine. 
 
72 EDUCATION IN MICHIGAN. 
 
 The excitement at the University in consequence of this act was very intense. 
 Several resignations of professors in the medical department occurred, and it 
 was understood that all the members of the medical faculty wrote their res- 
 ignations with the determination of proffering them in case the grant should be 
 accepted on the condition imposed. 
 
 The medical school ha,d become one of the most prosperous, if indeed it were 
 not without exception the most prosperous in the country, the catalogue for 
 that year showing an attendance of five hundred and twenty-five students. la 
 view of the fact that the school would obviously be broken up by an acceptance 
 of the grant, the Kegeuts voted to postpone the decision of the question for 
 one year. 
 
 At the end of twelve months, a period filled with agitation of the subject, 
 the matter was again taken in hand. An attempt was now made to comply 
 with the conditions of the law so far as was necessary to secure the grant, and 
 at the same time to evade them so far as was necessary to save the medical 
 department. For the purpose of accomplishing these two very desirable results, 
 the Board "resolved to organize a school in the department of medicine, to be 
 called the ' Michigan School of Homoeopathy,' and to be located at such place 
 other than Ann Arbor as should pledge to the Board of Eegents the greatest 
 amount for the building and endowment of said school." For the purpose of 
 carrying out that provision, a professor of theory and practice of homoeopathic 
 medicine was appointed, and $3,000 were appropriated to be expended in the 
 organization of the school. 
 
 Before anything further was done, however, the matter was carried into court. 
 It is enough, in this connection, to say that the_ Supreme Bench of the State 
 declared that the course of the Eegents was not a compliance with the require- 
 ments of the law. 
 
 When the Legislature met in January, 1869, the needs of the University 
 again came up for consideration. The course of the Eegents in rejecting the 
 grant of the previous session was severely scrutinized ; but in the end a ma- 
 jority of the legislators were brought to see that any other disposition of the 
 matter would have imperiled one of the most prosperous departments of the 
 University. Accordingly a new bill was passed giving to the institution the 
 sum accumulated under the previous grant, together with a subsidy of $15,500 
 a year. Best of all, the grant was free from the obnoxious conditions of the 
 previous act. In view of the turbulent animosities which agitated the prac- 
 titioners and adherents of the two schools of medicine in all parts of the State, 
 this legislation was scarcely less creditable to the conciliatory and politic wisdom 
 of President Haven, than to the sympathetic generosity of the Legislature 
 itself. 
 
 During the six years of President Haven's administration, the different parts 
 of the University were steadily developed. In the department of literature, 
 science, and the arts three additional and distinct courses of study were intro- 
 duced. The Latin and scientific course was designed to afford a compromise 
 between the strictly classical and the strictly scientific courses. In the place 
 of Greek were substituted French and German, and in the place of a portion 
 of the higher mathematics were given somewhat more advanced studies in 
 English. A course in mining engineering was also oiJered, but as the appli- 
 ances for technical illustration were meagre, no very marked advancement 
 could be made. The course in pharmacy, designed for the education of apoth- 
 ecaries and druggists, on the contrary, attracted to it so large a number of 
 
HISTORICAL SKETCHES. 73 
 
 students that the already spacious accommodations of the chemical laboratory 
 had to be considerably increased. 
 
 In 1869 President JHaven withdrew from the University, leaving behicd him 
 every token of a prosperous administration. Every department of the institu- 
 tion had been extended in breadth and in depth ; and in the number of stu- 
 dents in attendance had increased to somewhat more than eleven hundred. 
 
 It was two years after the resignation of President Haven before President J. 
 B. Angell was inaugurated as his successor. Meanwhile the affairs of the Uni- 
 versity were ably administered by Prof. H. S. Frieze as acting President. 
 
 In the course of Acting-President Frieze's term of ofiRce several measures of 
 very great importance were adopted. The most noteworthy of these was 
 unquestionably the opening of the University to women. The question of 
 the admission of women to the privileges of the institution had often been 
 agitated. In 1858 the subject was brought before the Board of Regents 
 by the petition of a number of young ladies asking for admission to the 
 University. The question was carefully considered by the President and 
 the Board. On the 8th ot September of that year a very elaborate and able 
 report adverse to the petition was adopted by the Regents. The next step in 
 the history of the movement was taken in the Legislature. In the winter of 
 1867 it was resolved " that it is the deliberate opinion of this Legislature that 
 the high objects for which the University of Michigan was organized will never 
 be fully attained until women are admitted to all its rights and privileges." 
 
 On the basis of this declaration the Board of Regents at their meeting in 
 April, 1867, instructed the executive committee "to consider this subject, and 
 at some future time report whether the regulations relating to the admission 
 of students to the different departments of the University, and to the confer- 
 ring of degrees should not be so construed as not to exclude women, residing in 
 the State of Michigan, from the right of matriculation, and to become candi- 
 dates for graduation upon the same conditions and with the same requirements 
 as are demanded of men." 
 
 In September of the same year, while the subject was still before the com- 
 mittee, President Haven discussed the matter at some length in his annual 
 report. The embarrassments that would arise in case of a compliance with the 
 declared wish of the Legislature were fully considered. The conclusion reached 
 by the President was expressed in the declaration that "it is too late now to 
 make this change without a revolution that should not be risked except under 
 a necessity that cannot otherwise be ttiet. And if insisted upon," continued 
 the President, "suitable appropriations of money to meet the expense should 
 be made. The establishment of a state college for young ladies would reasona- 
 bly and successfully meet the demand." 
 
 One year later, however, the President declared that his views on the question 
 had undergone some modification. In his report of September, 1868, he ex- 
 pressed the belief that, as the deliberate opinion of the Legislature appeared to 
 be the opinion of the people of the State, the University, belonging to the 
 State, ought to regard that opinion. "The more I consider the subject," 
 declares the report," "and the more carefully I study the results of the educa- 
 tion of both sexes in the same schools, the more inclined am I to the belief 
 that the best method for Michigan would be to make provision for the instruc- 
 tion of women at the University, on the same conditions as men. I have come 
 to this conclusion slowly. A few objections have sometimes seemed to me 
 strong, but the most of what is urged against it is fanciful, and partakes of 
 the nature of the thoughtless opposition made to what is new." 
 47 
 
74 EDUCATION IN MICHIGAN. 
 
 In April, 1869, Eegent Willard, who had from the first ardently advocated 
 the measure, presented to the Board the following resolution : 
 
 '■^ Besolved. 'Ihat in the opinion of this Boarrl no rule exists in any of the university 
 statutes wiiich excludes women from admission to tlie University." 
 
 This resolution was laid upon the table by a vote of five to three. 
 
 But it was becoming more and more apparent that the demands of the public 
 could not long be resisted. The necessities of the University were becoming 
 more and more imperative, and it seemed doubtful whether the Legislature 
 would grant the necessary aid unless women were admitted to a share of its 
 benefits. Accordingly, in January, 1870, the subject was again brought 
 before the Board of liegents by Regent Willard ; and the question was finally 
 settled by the adoption of the following resolution : 
 
 '■'■ Besolved, Thnt the Board of Regents recognize tlie right of every resident of 
 Michigan to the enjoyment of the privileges aflbrded hy the university, and no rule 
 exists in any of the university statutes for tlie exclusion of any person from the 
 University who possesses the requisite literary and moral qualifications." 
 
 From what has been given in the above statement of facts it will be seen 
 that the resolution, though unpretending and simply expository in its nature, 
 embodied in itself nothing less than a measure which had received the most 
 careful attention, and which was fraught with the most far-reaching results. 
 
 The admission of women to the University made further appropriation by 
 the Legislature imperatively necessary. It was at once determined that in the 
 department of medicine women should not be taught in the same classes as 
 men, and consequently that the lectures would have to be duplicated. This 
 fact not only made an increase of salary to the professors in the medical de- 
 partment necessary, but it also called for increased accommodations in the way 
 of buildings and apparatus. Sucii increased facilities, moreover, were espec- 
 ially imperative in the literary department. 
 
 Accordingly, in January, 1871, the wants of the University were brought 
 before the State Legislature. The representation was not in vain. Although 
 the homoeopathic question was still unsettled, and although in consequence of 
 this fact some bitterness towards the course of the Regents was manifested, yet 
 it was obvious that the Legislature as a whole were proud of the University, 
 and were determined to support it. An important appropriation was made in 
 response to the efforts of the university authorities. This was an independent 
 grant of $75,000 for the purpose of affording increased accommodations to the 
 literary department, a grant from which the building known as University HaU 
 was chiefly erected. This legislation was important not only as affording assist- 
 ance to the University, but as the inauguration of a policy which, it was hoped, 
 would afford it permanent and adequate support. 
 
 Another measure of great importance inaugurated in the course of Professor 
 Frieze's administration was the formation of an oflicial connection between the 
 University and the high schools of the State, to which attention has already 
 been given in a preceding chapter of these sketches. 
 
 It is worthy of mention that it was during the administration of Prof. 
 Frieze that the first important addition by private liberality was made to the 
 university library. It became known that the library of the late Prof. Eau of 
 the University of Heidelberg was for sale; and the Acting-president of the 
 University at once set about securing the means of purchasing it. His efforts 
 were successful. Philo Parsons, Esq., of Detroit not only bought the library 
 for the University, but also volunteered to fill out important sets of books and 
 periodicals as yet incomplete. Thus the university library was enriched by aa 
 
HISTORICAL SKETCHES. 75 
 
 addition of about 4,000 volames and 5,000 pamphlets devoted to the science of 
 government, political economy, and cognate subjects. 
 
 Soon after the resignation of Dr. Haven, Dr. J. B. Angell, of the University 
 of Vermont, had been invited to the vacant presidency. This invitation he 
 had declined. Nearly two years later, however, it was renewed and accepted. 
 In June, 1871, therefore, President Angell wiis inaugurated, and in the follow- 
 ing September he entered upon the duties of his office. 
 
 Prom what has been noted it will be observed that President Angell entered 
 upon his executive duties just after several very important innovations had 
 been determined upon. The admission of women to all the departments of the 
 University, and the admission of students from the high schools of the State 
 to the literary department, without examination, were changes of too great mo- 
 ment to be entered upon without considerable solicitude. Many prophesied 
 only evil as the sure result of these innovations, while even those wiio were 
 friendly to the changes feared that great dangers might arise. But President 
 Angell ably'assumed the responsibilities devolved upon him, and all anticipated 
 evils have been averted. In his report for 1879, President Angell, speaking of 
 the results of the admission of women to the University, says '"After our nine 
 years' experience in coeducation we have become so accustomed to see women 
 take up any kind of university work, carry it on successfully, graduate in good 
 health, cause no embarrassment in the administration of the institution, and 
 awaken no special solicitude in the minds of their friends or of their teachers, 
 that many of the theoretical discussions of coeducation by those who have not 
 had opportunities to examine it carefully, read strangely to us here on the 
 ground." In reference to the subject of the admission of students from the 
 high schools without examination, Acting-president Frieze, who had again as- 
 sumed the administration of the afiairs of the University, owing to the tem- 
 porary absence of President Angell as minister to China, in his report for 1880, 
 says: "There are now sixteen of the most flourishing and important high 
 schools of the State holding this relation to the University; and no one can 
 look into the condition of these schools without feeling satisfied that this con- 
 nection has had the effect both to animate their students to more earnest effort, 
 and to encourage and strengthen the teachers, while it has bi'ought about a 
 more perfect unity of plan and method in the schools of the State in general. 
 In short, it gives to our schools, otherwise isolated, a bond of union and a 
 centre of life. ~ We are convinced, as the result of an experiment of ten years, 
 that this cooperative plan, especially if entered into by the few remaining 
 schools, and thus perfected, will give a character of consistency, solidity, 
 strength, and efficiency to the educational work of the State, which will leave 
 nothing further to be desired but the uninterrupted operation and movement 
 of the system." 
 
 The appropriations made by the Legislature in the sessions of 1875, 1877, 
 and 1879 should also be mentioned as a part of the work thus far accomplished 
 during the administration of President Angell. The homoeopathic question, 
 after numerous and most trying vicissitudes, has been settled by appropriations 
 for the establishment of a homoeopathic college as a distinct branch of the 
 University, while another grant has provided for a school of dentistry. By 
 means of other generous provisions hospitals, where patients are treated by the 
 medical professors free, in consideration of the benefit to students of med- 
 icine, afforded by opportunities of studying courses of treatment, have been 
 established; a museum building has been erected, many permanent improve- 
 
76 EDUCATION IN MICHIGAN. 
 
 ments of the buildings and grounds have been effected, and the university 
 authorities have been enablod to enlarge and multiply the courses of study. 
 Whatever may be thought of the early policy of the Legislature towards the 
 University, the liberality manifested in later years affords most gratifying evi- 
 dence that the State is disposed to bestow upon the institution all needed sup- 
 port. 
 
 The history of the University of Michigan has been one of alternating diflS- 
 culties and triumphs. It could hardly be expected that an institution of such 
 magnitude, belonging to a democratic people and controlled by state authori- 
 ties should escape controversies. In its earlier years, when the success of the 
 University, if not, indeed, its existence, was problematical, there appears to 
 have been a general harmony in efforts to foster and develop it. As it grew 
 older and stronger, however, opinions as to its management began at times to 
 clash. But the very strength which gave occasion for such controversy carried 
 it safely through. Even a conflict between the Regents and the Legislature 
 cannot shake its foundations. While the institution is governed by the Re- 
 gents, back of them stands the Legislature, and back of the Legislature, the 
 people; and whether the question be one of admitting certain schools of medi- 
 cine, or of the election or dismission of a president or a professor, or of admit- 
 ting female students, the people will find a way to decide it, and they will also 
 see to it that the threats and croakings of disaffected parties shall work no 
 lasting injury to the institution that is at once their pride and hope. 
 
 Since its halls were first opened the University has graduated 6,166 students. 
 It now employs fifty-two instructors, in addition to a number of assistants and 
 officers. The estimated value of its grounds, buildings, and other property is 
 $681,442.00, while its library contains nearly 37,000 volumes and about 10,000 
 pamphlets. 
 
 The following table will show the total number of degrees conferred in the 
 several departments from the organization of the University to the present : 
 
 Department of Literature, Science, and the Arts : 
 
 Bachelors of Arts 988 
 
 Bachelors of Science 238 
 
 BacVielors of Philosophy 138 
 
 Civil Engineers 160 
 
 Mining Kngineers 21 
 
 Bachelors of Letters 3 
 
 Honorary Ph D.,on an alumnus 1 
 
 Honorary LL. D., on alumni 3 
 
 Doctor of Philosophy (on examination) 5 
 
 Honorary degrees to persons not alumni 23 
 
 Resident graduates of other colleges who have received degrees 15 
 
 Masters' degrees (M. A., M. S., and M. Ph.) 615 
 
 2,110 
 
 Department of Medicine : 
 
 Doctors of Medicine 1,796 
 
 Department of Law : 
 
 Bachelors of Laws , 2,400 
 
 School of Pharmacy : 
 
 Pharmaceutical Chemists : 240 
 
 Dental College: 
 
 Doctors of Dental Surgery 82 
 
 Somoiopathic Medical College : 
 
 Doctors of Homoeopathic Medicine ., 78 
 
 Total of degrees conferred , 6 704 
 
HISTORICAL SKETCHES. 
 
 77 
 
 The following table gives the number of students in attendance from the 
 date of opening to the present time: 
 
 
 
 * 
 
 NoMBEs OF Stodentb Enkolled. 
 
 
 
 TEAR. 
 
 Dppartmentof 
 Science, Lit- 
 erature and 
 the Arts. 
 
 Department 
 
 of 
 Medicine. 
 
 Department 
 
 of 
 
 Law. 
 
 Honiceop- 
 
 atllio 
 Medical 
 College. 
 
 College 
 
 of 
 
 Dentistry. 
 
 Scliool 
 
 of 
 
 Fllarmacy. 
 
 Total 
 
 1S44 .. . '.. .. 
 
 63 
 55 
 
 70 
 
 72 
 
 89 
 
 77 
 
 72 
 
 64 
 
 57 
 
 60 
 
 93 
 
 155 
 
 223 
 
 285 
 
 276 
 
 287 
 
 265 
 
 273 
 
 270 
 
 266 
 
 295 
 
 279 
 
 354 
 
 335 
 
 418 
 
 422 
 
 477 
 
 488 
 
 509 
 
 476 
 
 484 
 
 476 
 
 452 
 
 369 
 
 387 
 
 445 
 
 448 
 
 
 
 
 
 
 63 
 
 1845 
 
 
 
 
 
 
 55 
 
 1846 
 
 
 
 
 
 
 70 
 
 1847 
 
 
 
 
 
 
 72 
 
 1848 
 
 
 
 
 
 
 89 
 
 1849 . 
 
 
 
 
 
 
 77 
 
 1850 
 
 
 
 
 
 
 72 
 
 1851 
 
 51 
 159 
 
 162 
 151 
 133 
 152 
 167 
 187 
 143 
 164 
 242 
 216 
 252 
 340 
 416 
 467 
 625 
 418 
 358 
 340 
 315 
 350 
 357 
 314 
 370 
 312 
 285 
 297 
 329 
 353 
 
 
 
 
 
 159 
 
 1852 
 
 
 
 
 
 216 
 
 1853 
 
 
 
 
 
 222 
 
 1854 
 
 
 
 
 
 244 
 
 1855 
 
 
 
 
 
 288 
 
 1856 
 
 
 
 
 
 375 
 
 1857 
 
 
 
 
 
 
 452 
 
 1858 
 
 
 
 
 
 413 
 
 1859 
 
 
 
 
 
 430 
 
 1860 
 
 90 
 159 
 
 119 
 134 
 221 
 260 
 385 
 395 
 387 
 342 
 309 
 307 
 348 
 331 
 314 
 345 
 321 
 309 
 384 
 406 
 395 
 
 
 
 
 519 
 
 18C1 
 
 
 
 
 674 
 
 18G2 
 
 
 
 
 605 
 
 1863 
 
 
 
 
 652 
 
 1864 
 
 
 
 
 856 
 
 1865 
 
 
 
 
 955 
 
 1866 
 
 
 
 
 1,206 
 1,255 
 1 223 
 
 1867 
 
 
 
 
 1868 
 
 
 
 
 1869 
 
 
 
 
 1122 
 
 1870 
 
 
 
 
 1.126 
 1,110 
 1,207 
 1,164 
 1,112 
 1,191 
 1 129 
 
 1871 
 
 
 
 
 1872 
 
 
 
 
 1873 
 
 
 
 
 1874 
 
 
 
 
 1875 
 
 
 
 
 1876 
 
 24 
 51 
 73 
 63 
 70 
 
 20 
 33 
 43 
 62 
 83 
 
 64 
 69 
 71 
 81 
 
 1877 
 
 i;iii 
 
 1,233 
 1,376 
 1,430 
 
 1878 
 
 1879 
 
 1880 
 
 
78 EDVCATION IN MICHIGAN. 
 
 II. THE STATE AGEICULTURAL COLLEGE. 
 
 The first steps towards the establishment of an agricultural school in Michi- 
 gan were taken in 1850, in a provision of the Constitntron which required the 
 Legislature, as soon as practicable, to establish such an institution. The ques- 
 tion of practicability was one upon whicn opinions probably differed, as nothing 
 was done in pursuance of th« constitutional provision mentioned until 1853, 
 when a bill to establish an agricultural college passed the Senate by a vote of 
 seventeen to fourteen, but was lost in the House by a vote of thirty-six to twen 
 ty-four. Here the matter rested until 1855, when the Legislature decided to 
 establish the school, by a vote of twenty-four to five in the Senate, and of fifty- 
 two to thirteen in the House. By the provisions of this act the school was to 
 be located within ten miles of the State Capitol, and twenty-two sections of 
 salt-spring lands were appropriated for purchasing a farm and putting the 
 school in operation. The sciaool was also placed under the management of 
 the State Board of Education. 
 
 The law was approved February 12th, by Governor Bingham, who from the 
 fii'st had been a warm and efficient friend of the enterprise, and in June the 
 executive committee of the State Agricultural Society, the agents designated 
 by law for that purpose, selected and recommended the purchase of a farm of 
 six hundred and twenty-three and fifty-six one-hundrodths acres, situated upon 
 both sides of Cedar river, three and one-half miles due east from the Capitol; 
 atid in pursua,nce of the. law, the State Board of Education approved of the 
 selection, and concluded the purchase of the same for $9,353.55, being at 
 the rate of fifteen dollars per acre. This was considered by all acquainted with 
 the circumstances to be a reasonable price. It was thought very desirable to 
 procure, in addition to the above, an adjoining tract of fifty-three and one-one- 
 htiudredth acres, upon wiiich some improvements had been made; but which 
 the Board could not buy — fifteen dollars per acre being as high as they were 
 allowed to pay by the act autliorizing the purchase. This was, however, after- 
 ■wards procured, and $1,059.92 paid therefor, agreeable to a joint resolution of 
 the Legislature, making the whole amount 676.57 acres, and a totaL expense 
 of 110,413.47. 
 
 In 1866, a large boarding-house, and the west wing of the college buildings^ 
 one hundred by fifty feet, and four stories high, including a high basement, 
 were erected, and were nearly ready for use when the Legislature convened in 
 January, 1857. 
 
 The aggregate minimum price of the twenty-two sections of salt spring lands 
 was$56,9;20; and the Legislature of 1857 further appropriated $40,000 from 
 the Treasury, to meet the wants of the institution, in completing the necessary 
 improvements, furnishing apparatus, etc., and sustaining the current expenses 
 of the school in operation for the years 1867 and 1858. 
 
 The farm was new, and a heavy expense was required to bring a portion of 
 it under immediate cultivation. Barns, etc., were to be built, with dwellings 
 for the officers (for until this was done they must reside at Lansing) ; and 
 about the time the school was to be opened, provisions, and almost everything 
 required in coijimencing farm operations rose to unprecedented high prices. 
 The contractors who erected the college buildings had performed some of their 
 work insufficiently, and $1,546.13 had been deducted from their pay, in a set- 
 
HISTORICAL SKETCHES. 79 
 
 tlement with the Board of Bdacation; but the cost of repairing their deficien- 
 cies was found to be much more than was anticipated, involving additional 
 expense. 
 
 The State Board of Education elected Hon. Joseph E. Williams, President, 
 and Messrs. J. 0. Holmes, Calvin Tracy, Robert D. Weeks, and Rev. L. R. 
 Piske, professors of the institution, which was opened by appropriate exercises 
 and with sixty-one students, on the 13th of May, 1857. Tiius was organized 
 and opened the pioneer agricultural college in the United States, and though 
 without any precedent adaptable to this country, it has served to a great extent 
 as the model which most of the other states have followed. 
 
 The State Board of Education had the supervision of the College until 1861. 
 Up to that time the institution struggled for existence against the violent oppo- 
 sition and pi'ejudice that existed in the minds of many people, and more 
 especially on the part of the farming population. At each succeeding session 
 of the Legislature persistent efforts were made to prevent appropriations^ 
 though such opposition was usually overcome. In 1861, in accordance with 
 the wish of the State Board of Education, the supervision was transferred to 
 the State Board of Agricultures, and the College has since been constantly 
 growiirg in the regard of all classes. 
 
 The Agricultural College was organized without any endowment fund, as the 
 State' had no unappropriated land's from the sale of which to create such a fund. 
 There was lying within the borders of the State a large area of government 
 lands, and with a view to the establishment of an agricultural school the Leg- 
 islature had already, in 1850, asked Congress for a grant of 350,000 acres for 
 the endowment of siich a school; but the request was without effect. In 1857, 
 the State Board of Education. and the faculty of the College united in a peti- 
 tion' to' Congress for a grant of land for the purpose of endowment, which w^S 
 endoi'sSd by the Legislature in 1838. During this year a bill was passed by 
 Congress granting 26,000 acres of land for each member of Congress to the 
 several States for' the support of agricultural schools, but it was vetoed by 
 Ptesident Buchanan, ^n 1863, a bill wa§ introduced in the United Statias' 
 Senate, passed by both houses, and approved by President Lincoln, granting 
 30,000 acres foreach member of OongresSi to the several states, for the en- 
 dowment of agricultural schools. This gav'e to Michigan 340,000 acres. In 
 1863 the Legisliiture placed the disposal of" thes6 lands under the control of a 
 board, consisting of the Governor and other state ofificers, who were to select 
 the lands and sell them bu the same terms as the primary school lands are sold, 
 and at not less than $2.50 per acre. The patents to these lands weie not ob- 
 tained till 18G8, when the Land Grant Baard raised the price to $5.00 per acre. 
 Only 520 acres were sold the first year. In 1869, the Legislature fixed the 
 minimum price at $'4.00, and lands valuable for timber, So.Oj, a(nd 14,480' 
 acres were disposed of the same year. The act of 1863 provided that the mon- 
 eys received for the lands should be invested in stocks paying not less than five 
 per cent. ; but in 1871 it was enacted that the moneys received should go into 
 the State Treasury on the same terms as other educational "trust funds," 
 upon which the College should receive seven per cent, annually. 
 
 Of the 240,000 acres to which the State was entitled, 235,673 acres hav'e 
 been patented to the State, and of these there were remaining unsold, Si^ptem- 
 ber 30, 1880, 151,345.45 acres. The state of the fund at the same date, as 
 shown by the official record, was as follows : 
 
80 
 
 EDUCATION IN MICHIGAN. 
 
 In the hands of the State $153,137 70 
 
 Due from purchasers l'-i8,311 82 
 
 Total agricultural college fund $281,449 52 
 
 Income 17,954 82 
 
 The following table has been prepared to show the amount of moneys received 
 each year by the Agricultural College, from income on permanent funds, legis- 
 lative appropriations, and other sources. 
 
 YEAE. 
 
 Income from 
 Permanent Funds. 
 
 Legislative 
 Appropriutiona. 
 
 Receipts from 
 Other SJources. 
 
 Total Resources. 
 
 1855 
 
 
 $10,358 95 
 34,181 50 
 48,619 01 
 
 3,158 85 
 17,676 45 
 13.219 43 
 
 9,597 50 
 13,506 62 
 
 8,000 00 
 10.000 00 
 15.000 00 
 15,000 00 
 20,000 00 
 20,000 00 
 45,000 00 
 25,000 00 
 28,750 00 
 18,250 00 
 25,096 00 
 38,562 87 
 18,600 11 
 13,857 52 
 23.978 18 
 25,828 42 
 
 7,070 79 
 22,455 15 
 
 
 $10,358 95 
 
 1856 
 
 
 
 34.181 50 
 
 1857 
 
 
 $2,127 28 
 
 2.935 00 
 
 2,982 67 
 
 449 97 
 
 1,768 92 
 
 1,S52 10 
 
 1,518 32 
 
 1.582 51 
 
 6,626 94 
 
 7,216 04 
 
 14,509 35 
 
 8,810 85 
 
 25,752 17 
 
 11,680 90 
 
 15,829 17 
 
 8,495 96 
 
 11,402 69 
 
 17,693 31 
 
 17,716 03 
 
 21,439 74 
 
 20,783 54 
 
 22,242 55 
 
 21.200 20 
 
 22,708 56 
 
 50,746 29 
 
 1858 
 
 
 6.093 85 
 
 1859 
 
 
 20,659 12 
 
 1860 
 
 
 13,669 40 
 
 1861 
 
 
 11,366 42 
 
 1862 
 
 
 15.358 72 
 
 1863 . 
 
 
 9,518 32 
 
 1864 
 
 
 11,582 51 
 
 1865 
 
 
 21,626 94 
 
 1866 
 
 
 22.216 04 
 
 1867 
 
 
 34.569 35 
 
 1868 
 
 
 28,810 85 
 
 1869 
 
 
 70,752 17 
 
 1870 
 
 $2,779 89 
 2,976 00 
 6,774 47 
 12,238 48 
 11,896 00 
 14,656 00 
 18,817 89 
 15,172 86 
 13,320 61 
 16.602 02 
 17,799 15 
 
 39,460 79 
 
 1871 
 
 1872 
 
 47,555 17 
 33,520 43 
 
 1873 
 
 48.737 17 
 
 1874 
 
 68.152 18 
 
 1875 
 
 50.972 14 
 
 1876 .. 
 
 54.115 15 
 
 1877 
 
 59,934 58 
 
 1878 
 
 61.391 68 
 
 1879 
 
 44.873 01 
 
 1880 
 
 62,962 86 
 
 
 
 Totals 
 
 $133,033 37 
 
 $530,767 35 
 
 $269,384 77 
 
 $933,185 49 
 
 
 
 As has already been noted Joseph R. Williams was the first President of the 
 College. No service more pure and devoted could have been rendered than was 
 given to the interests of the institution by its first President; but Mr. Williams 
 had beeu in political life, and the College was made, at once, tlie object of bit- 
 ter party feeling. After two years of service Mr. Williams resigned, and the 
 College remained without a President until 1863, when Rev. Theophilus C. Abbot 
 was chosen to the office, in which he has labored wisely and efficiently ever 
 since. 
 
 The following table has been compiled to show the number of students in 
 attendance, as well as the number of graduates, each year from the opening of 
 the College till the present: 
 
HISTORICAL SKETCHES. 
 
 81 
 
 Tear. 
 
 1857. 
 
 1858 
 
 1859. 
 
 1860. 
 
 1861. 
 
 1862. 
 
 1863. 
 
 1864. 
 
 1865. 
 
 1866. 
 
 1867. 
 
 1868. 
 
 No. of 
 
 No. of 
 
 Studunta. 
 
 Graduates. 
 
 61 
 
 
 101 
 
 
 105 
 
 
 51 
 
 
 65 
 
 7 
 
 74 
 
 5 
 
 60 
 
 
 62 
 
 5 
 
 88 
 
 
 108 
 
 2 
 
 137 
 
 6 
 
 82 
 
 10 
 
 Year. 
 
 1869... 
 1870... 
 1871... 
 1872... 
 1873... 
 1874... 
 1S75... 
 1876... 
 1877... 
 1878... 
 1879... 
 1880... 
 
 Total number of graduates. 
 
 No. of 
 Students. 
 
 79 
 129 
 141 
 131 
 143 
 121 
 156 
 164 
 154 
 239 
 232 
 221 
 
 No. of 
 Graduates, 
 
 10 
 12 
 12 
 5 
 15 
 21 
 15 
 17 
 15 
 30 
 25 
 33 
 
 244 
 
 Among the several objects which the Agricultural College proposes to accom- 
 plish, the following, as given in the last annual calendar, are worthy of notice: 
 
 1st. To impart a knowledge of science and its application to the arts of life. 
 Those sciences especially which relate to agriculture and kindred arts, such as 
 chemistry, botany, zoology, and animal physiology, are prosecuted to a much 
 j;reater extent than in institutions where the study of their practical applica- 
 tions is not pursued. The instruction given in the lecture room is illustrated 
 and enforced by the actual and prolonged study of plants and animals, and the 
 various practices and experiments of the farm and garden. Students are 
 itaught to distinguish clearly between those principles and settled rules of agri- 
 culture in accordance with which they may safely proceed, and those theories 
 •ov practices which are either exploded, or are as yet the proper objects of exper- 
 iment and discussion only. 
 
 3d. To afford to its students the benefits of daily manual labor. Most of the 
 labor is paid for, and lessens the expenses of the student. It is in part educa- 
 tional, — varied for the illustration of the principles of science. The preserva- 
 ition of health, and the cultivation of a taste for agricultural pursuits, are two 
 other important objects. Four years of study, without labor, wholly removed 
 irom sympathy with the laboring world, during the period of life when habits 
 •and tastes are rapidly formed, will almost inevitably produce disinclination, if 
 not inability, to perform the work and duties of the farm. To accomplish the 
 •objects of the institution, it is evident that the student must not, in acquiring 
 a scientific education, lose either the ability or the disposition to labor on the 
 farm. If the farmers, then, are to be educated, they must bo educated on the 
 farm itself ; and it is due to this large class of our population that facilities for 
 limprovement second to none other in -the State be afforded them. It is 
 believed that the three hours' work that every student is required to per- 
 form on the farm or in the garden, besides serving to render him familiar with 
 the use of implements and the principles of agriculture, is sufficient also to 
 preserve habits of manual labor, and to foster a taste for agricultural pursuits. 
 It has been found in the past sufRcient to keep the students interested in every 
 • department of farm and horticultural work; and the daily labor of each one, 
 being performed at one time, does not occupy him longer than is requisite for 
 .preserving health and a robust constitution. 
 
83 EDUCATION IN MICHIGAN. 
 
 3d. To prosecute experiments for the promotiotiof agriculture and horticult- 
 ure. These arts are the creatures of experiment. Very few farmers possess 
 facilities for carrying ou experiments accurately ani to definite results. From 
 a lack of acquaintance with the laws of nature, experiments generally, unless 
 guided by scientific men, are comparatively valueless for the determination of 
 vexed questions of practice and the establishment of general principles. Aa 
 extensive laboratory and other means at hand enable tlie institution to enter on 
 a series of experiments to be prosecuted systematically and continuously from 
 year to year. 
 
 4th. To afford instruction (wheu adequate means are secured) in such other 
 courses of study as the organic law of the College, and the act of Congress 
 donating lands for agricultural colleges, contemplate, especially, in the appli- 
 cations of science to military pursuits and the various arts of life. The College 
 at present teaches surveying, leveling, laying out of grounds, mechanics as 
 applied to implements, building, stock breeding, agricultural chemistry, horti- 
 culture, and such practical applications of science as are specially useful to 
 the farmer. 
 
 5th. To afiEord the means of a general education to the farming class. The 
 labor system preserves the student's health, and the habits and love of whole- 
 some work. The professional part of the course gives him an insight into the 
 nature of the objects and forces with which he has to deal. Added to this are 
 the branches of study which help to make an intelligent and useful citizen ; 
 which cultivate his taste, and enable him to give expression to his knowl- 
 edge and opinions. 
 
 The buildings, at present, consist of the following: 
 
 1st. College hall, 50 by 100 feet, of three stories and basement. It is 
 occupied by the garden shop, office, and tools in the basement; the chapel and 
 library on the first floor; class-rooms and offices of the president and secretary 
 on the second floor; and museums, zoological laboratory, and class-rooms for 
 zoology and botany on the third floor. The library, museum, zoological rooms, 
 president's and secretary's ofiices, are shortly to be removed to a new building, 
 now in course of erection. 
 
 2d. Williams hall, in largest" dimensions, 116 by 116 feet, of three sto- 
 ries and basement, with a Mansard roof and a tower. It contains the dining- 
 hall, kitchen, laundry, etc., in the basement; the steward's rooms and pub- 
 lic parlor on the fiist floor; rooms for about 80 students on the second and 
 third floors, and society rooms in the Mansard. 
 
 3d. Wells hall, 50 by 150 feet, has two society rooms, with a drill-room 
 and armory in the basement; the three stories above accommodate 128 students, 
 
 4th. Chemical laboratory, 50 by 150 feet, of one story and basement. 
 The basement contains the furnace-room, store-room, dressing-room, and 
 rooms for higher chemistry, and on the first floor are the lecture room, analyti- 
 cal room, private laboratory and study of the professor, and the apparatus room. 
 An addition to the chemical laboratory is now building. 
 
 5th. Botanical laboratory, 71 by 52 feet, of two storins. On the first 
 floor are the lecture room and study, and ou the second the drying room and 
 museum. 
 
 6th. Greenhouse, with aggregate room for plants, 25 by 183 feet, with 
 gardener's rooms, rose room, and potting room attached, 26 by 42 feet. 
 
 7th. Dwelling houses for the president, professors, secretary, and herds- 
 man, and the farm-house. , 
 
HISTORICAL SKETCHES. 83 
 
 8th. In addition there are cattle, horse and sheep barns, a piggery, garden 
 barn, carpenter shop, tool sheds, and an apiary. 
 
 The means of illustration possessed by the College are quite ample and com- 
 plete, embracing among them the general museum, which contains preserved 
 specimens of mammals and birds of the State, reptiles and batracliiaiis, large 
 collection of shells, native and exotic; collection of invertebrates from the Smitli- 
 Bonian Institution; three collections of insects, — a faunal, a scientiBc and an 
 economic; radiates, manikin, skeletons of man and of the lower animals; 
 alcoholic and microscopic preparations of animal organs and tissues; fossil- 
 from all the groups of rocks; rock specimens illustrating the divisions in lith- 
 ologic geology ; and a small but growing collection in ethnography. A museum 
 of mechanical inventions, containing one thousand models from the United 
 States patent office, and other models and charts, illustrating most of the 
 industrial arts, especially agriculture, manufactures, architecture and engineer- 
 ing, may also be mentioned in this connection, besides the library and reading 
 room, which contains over 6,000 volumes and 100 periodicals; an astronomical 
 observatory, and necessary appai'atus for illustration in mechanics, astronomy, 
 and 'enghieering. 
 
 The estimated value of grounds, buildings, apparatus, and other property 
 belonging to the College aggregates over $274,000, according to the report of 
 Preeiileric Abbot to the Superintendent of Public Instruction for the year 1880. 
 
 Under the auspices of the State Board of Agriculture, the faculty of the 
 institution inaugurated, in January, 1876, a system of farmers' institutes, 
 which are held during the winter season at various places in the State. At 
 each of these leading agriculturists are invited to present papers, and take part 
 in the discussions and proceedings, full reports of which are published in the 
 annual reports of the State Board of Agriculture. These institutes have added 
 greatly to the usefulness and gro<ving popularity of the College, besides doing 
 much toward disseminating improved ideas of practical agriculture and enforc- 
 ing the value of its scieutificstudy. 
 
 III. DENOMINATIONAL COLLEGES. 
 
 Among the important questions which agitated the minds of those connected 
 with the management of pubfic affairs in the earlier days of the State's history 
 was one relating to the policy of granting charters to private colleges. Many 
 thought that at that time, when the State was bending all its energies to build 
 np the University, such institutions should be repressed, rather than enCDur- 
 aged, lest by their rivalry they should retard the progress of the University. 
 This question, in the view of Superintendent Pierce, involved the highest con- 
 siderations of sound public policy as affecting the State in all time to come. 
 In his report for 1838 he says: 
 
 When this decision Js finally made it will not require the inspiration of .a prophet 
 to determine whelher the State f-hall eventually as^nnie the first rank in the i-epnb- 
 lic of letters, by founding and rearing np an institution of nolile stature and Jnst 
 pi-opovtiuns, worthy alike of the Slate and of learning, and equally worthy the name 
 of university, or whether the State shall ultimately sink lo a low level in the world 
 of knowledge, having institntions under the imposing name of colleges, scattered 
 through the length and breadly of the land, without fnnds. without cabinets, without 
 apparatus, without libraiies, without talents, without character and without the 
 ability of ever maintaining them. If one is granted, others must he, and thei-e is no 
 
84 EDUCATION IN MICHIGAN. 
 
 limit. If one village obtains a charter for a college, all others must have the same 
 favor. In proportion as they increase in number, just in that proportion will be their 
 decrease of power to be useful. 
 
 Happily, although the Superintendent's views did not prevail, the evils he 
 foreboded" have not followed. The University has grown to a grandeur that 
 even he did not anticipate so early, and the colleges have not been unduly 
 multiplied. 
 
 The question which the Superintendent had thus presented, was finally pre- 
 cipitated upon the Legislature by a petition presented by Hon. Jacob M. How- 
 ard to the House of Kepresentatives, January 19, 1838, " to incorporate the 
 Trustees of Michigan College." The petition was referred to a committee of 
 which Mr. Howard was chairman, who made a majority report adverse to the 
 views of Mr. Pierce and favorable to the college for whose incorporation he 
 introduced a bill. The following extracts from Mr. Howard's report embrace 
 substantially the views of the committee : 
 
 The committee cannot appreciate the force of the objection that by granting the 
 franchises aslsed for. we encourage others to make like requests. We are of opinion 
 that in this, as vveir as in other matters coming before the Legislature, it is to be 
 governed by a sound discretion, neither granting nor withholding, vvithout sufficient 
 reason, and keeping constantly in view the general good of community. 
 
 They deem it the duty of the I,egislature not only to prevent all impediments, 
 but to afford facilities to the progress of general education; to speak in words of 
 encouragement rather than of restraint to those who volunteer to aid it, and not from 
 an overweening fondness for one particular institution, or one particular system, 
 place all others under the ban of power. 
 
 To the fear that "the establishment of this or other institutions of the kind 
 would distract public attention and divert patronage from the TJuiversity," the 
 committee replied: 
 
 An institution, under the immediate supervision and control of the government, 
 with an endowment of one million dollars, and all the attendant patronage, cannot 
 be prostrated or Impeded in its progress by any voluntary association, founded upon 
 individual munificence. The true secret of the success of every such institution Is 
 found in the enterprise, learning, and capacity of those at its liead ; and where these 
 are wanting, the interests of education, like those of commerce and other branches of 
 business, will assuredly decline. 
 
 It is also urged that by confining the power of granting diplomas to the State 
 University, and witliholding Its exercise from all other institutions, the State ensures 
 to that University at all times a number of students corresponding to its high liter- 
 ary claims and the wealth of its endowment. We are at a loss to discover the pro- 
 priety of this restrictive and exclusive principle. *• * * It is certainly at war 
 with the well known freedom of American institutions and American character. 
 • * * We claim that the ancient and time honored sj'Stem of New Kngland, 
 now extending over almost the whole country, is more in accordance with the genius 
 of the American people than any known system of foreign nations. We are not to 
 suppose that the settled feelings, habits, and opinions of a people can be safely dis- 
 regarded by their rulers, nor that they can be made to bend and quadrate to any and 
 every innovation which those in authority may dignify with the name of improve- 
 ments. Still less can freemen be compelled to countenance a monopoly of those ben- 
 efits which they have been taugtit to regard as the gift of God. * * * In our own 
 community there exists every variety of religious and political opinion, and so strong 
 are men's attachments to their own particular creed* that any legislative attempt to 
 change or modify them by the course of instruction or otherwise; any system which 
 seeks to make all coalesce into one set of opinions, or to inculcate indifference to all, or 
 which erects a barrier to even the caprices of men, must necessarily prove odious and 
 unavailing. Whatever may be the theories of philosophers and speoulatists, among 
 the niai-s of mankind religion is not supposed to exist without creed, and to use the 
 language of another,"he is a rash man. indeed, and little conversant with human 
 nature, and especially has he a very erroneous estimate of the character of the people 
 of this country, who supposes that a feeling of this kind is either to be trifled with 
 or despised; it will assuredly cause itself to be respected." 
 
HISTORICAL SKETCHES. 85 
 
 One obvious effect of the system rpcommendecl will be to drive from the State every 
 yoimg man wisliing to obtain a degree, but iinwillino; from whatever cause to prose- 
 cute his studies in the University. The majority of the committee deem it unjust to 
 individnals and tlie State to confer on the State University a monopoly of college 
 honors. It is the right of every parent and guardian, and one which we may be 
 assured will be insisted on. to edncate his ciiild or ward in his own way; and it is 
 furthermore the right of the student himself that the road to literary lionors should 
 be opened to him by his own stale, in a maiuier accordant with his own feelings 
 and principles; and it is the correspondent duty of the state to cherish and encourage 
 all her sons in the way to distinction and nsefnlness, in order that she may reap her 
 just share of tlie glorj' of their achievements. It is made the duty of the J.egislatnre 
 "to encourage by all suitable means the promotion of intellectual and scientific 
 improvements." Jt is conceived that the policy proposed is in conflict with the 
 spirit of this provision, inasmuch as it in a manner disfranchises a large portion of 
 the community. We predict that if it be adopted as the governing rule of the Legis- 
 lature, it will drive from us a large number of young men seeking a liberal educa- 
 tion, and the usual honors by which it is and ever ought to be distinguished will 
 engender hatred ratlier than create respect for the state institution, and ultimately 
 leave it deserted by all but its immediate government patrons — a. place where tlie 
 idle and curious may find gratification, but devoid of that active, vital energy wliich 
 is ever kept awake by peaceful and salutary competition. 
 
 The minority of the committee made a report strongly sustaining the doc- 
 trines of the Superintendent; but the opinions of the majority prevailed, and 
 in 1839 the Legislature decided the question by granting the charter. 
 
 In 1845 the question of granting to incorporated literary institutions the 
 power of conferring degrees was presented to the consideration of the Legis- 
 lature, and the committee to whom the matter was referred made the follow- 
 ing report in relation. thereto: 
 
 The committee on education have had under consideration a petition of the trus- 
 tees of the Kalamazoo I/iterary Institute, praying that their charter may be so 
 amended as to give them the power of conferring the honors and degrees usually 
 conferred by collegiate institutions on such students as may have completed the ordi- 
 nary course of studies in tliat institution, and have Instrnoled me to report, tliat, in 
 the opinion of your committee, the usefulness and reputation of a seminary of learn- 
 ing depend on the excellence of the system of instruction adopted and pursued therein, 
 and not on any power possessed by tlie managers thereof of conferring empty degrees 
 and diplomas. If a young man has undergone a mental discipline which has aroused 
 his intellect, fortified his virtue, stored his memory with useful knowledge, and in- 
 duced habits of application and thought, he will enter the world with a certainty of 
 attaining, in due time, to a respectable position among his fellow men, and this 
 without the aid of a parchment certificate, and an idle '• A. B." or " A. M." attached 
 to his name. The institution where such a discipline prevails will not depend for 
 patronage and success on its power of conferring literary degrees and honors, but on 
 the recognized excellence of its system. When the trustees of an institution of learn- 
 ing ask fbr, and urge the necessity of receiving, the power of conferring degrees, "• to 
 enable them to adapt the institution to the present time and circumstances, to carry 
 out its original design, and to promote the interests of education generally," a bus- 
 picion is engendered that the trustees are laboring under a slight misapprehension 
 of the true objects and aims of, and the internal economy adapted to, such an 
 institution. Your committee are of opinion that this power should be exercised by 
 those institutions alone, which, by the possession and control of ample means, the 
 employment of distinguished and well known professors, and the enjoyment of a 
 ■wide spread and deserved reputation, will afiord a guarantee against the abuse of the 
 power. Experience teaches us tliat colleges in some of the states have been so reck- 
 less and indiscreet in conferring honors on unworthy subjects, that it is not uncom- 
 mon to encounter an A. B. or an A. M. incapableof construing and translating 
 his own diploma. Though your committee appreiiend no such foolish consequences 
 from granting the prayer of this petition, yet they think that great caution should 
 be used, lest the standard of education be lowered. Former legislatures have been 
 laudably careful in bestowing this power on chartered schools, and the only two 
 instances iu which it lias been extended are so guarded and restricted that the clause 
 is little better than a dead letter in the acts of incorporation. But your commit- 
 tee doubt the policy of conferring these degrees at all. They are inconsistent with 
 
86 EDUCATION IN MICHIGAN. 
 
 the spit-it of our institutions, aiicl a vestige of the aristocratical distinctions of 
 monnrchieal Europe. Ttie hope of attaininff tliem is a motive arldressed not to the 
 reason noi- to the o-enerous enuihitioii of youth, but merely to their vanity. Intellect, 
 moi-ality and knowledge confer a patent upon their possessor universally recognized 
 and ri'spectcd— a patent which schools can neither give nor take away. And it is a 
 remarkahle fact in our Nation's annals, that while a ninjority of those great and good 
 men, whose names are identified v\ith the national glory, were ardent and untiring 
 devotees !it the shrine of knowledge, still they never attained the distinction of an 
 academical degree. 
 
 Notwithstanding the fears that had been expressed, the success of the Uni- 
 vevsitv became more and more assured, and this fact tended to lessen the oppo^ 
 sitioti to the establishment of denominational or priviite colleges. :Iu conse- 
 quence of this, we find that previous to the adoption of the Constitution of 
 1850, several charters had been granted to such institutions. In 1855, however, 
 the question of incorporating colleges again arose before the Legislature. T;he 
 new Constitution of the State having forbidden the granting of special charters 
 for any private corporation whatever, and a project being on foot to establish a 
 college at Hillsdale, a general law for the incorporation of colleges was sought. 
 On the 12th day of January, Hon. Austin Blair presented, in the Senate, a 
 "bill for the incorporation of colleges, and other institutions of learning." 
 An earnest discussion of this bill ensued, and an effort was made to restrict the 
 power to confer degrees to the State University, which would, in effect, have 
 banished all other colleges from the State. No record was preserved of the 
 debates, bilt the question was again decided in favor of colleges, a general law 
 for their incorporation passing the Senate by a unanimous- vote, and the House 
 of Representatives by a vote of fifty-four for it to fourteen against it. 
 
 Shortly after the general law for the incorporation of colleges was enacted,, 
 an effort was made to secure an appropriation of $2,000 per annum for such. 
 colleges as should establish a normal department, and do a certain amount of 
 work in the training of teachers to the satisfaction of the State Board of Edu- 
 cation. But the effort failed, and since that time the colleges have not made 
 a,ny attempt to obtain aid from the State. - And theii; success in raising funds 
 by voluntary contribution is as great a compliment to the zeal of the managers, 
 as is the intellectual and moral infl.uence they have exerted upon society to the 
 force of their ability and the purity of their motives. 
 
 The following sketches of the several institutions of this class now existing 
 in the State will undoubtedly prove of interest in this connection. In a gen- 
 eral way it may be stated that in each of these institutions a preparatory 
 department is maintained, while in all both ladies and gentlemen are admitted to 
 equal privileges, equal duties, and equal honors. 
 
 Adrian College. 
 
 This institution was established at Adrian, in 185^, under the auspices of the 
 Wesleyan Methodist Church, with the understanding that the citizens of 
 Adrian, who had raised subscriptions to the amount of $30,000, should have 
 an equal voice in the administration of its affairs. Twenty acres of grouad 
 lying in the western part of the city, which it overlooks, were donated by Hon. 
 L. G. Berry and Dr. D. K. Underwood. On the a2d of March, 1859, the 
 twelve trustees, previously chosen, formally adopted and signed certain articles 
 of association, and in other respects complied with the requirements of the act 
 of the Legislature providing for the incorporation of institutions of learning. 
 By these acts the institution became a body corporate, and was invested with 
 
HISTORICAL SKETCHES. 8'J' 
 
 all the rights and privileges conferred by the act of the Legislature on such 
 corporations. 
 
 The erection of four college buildings was immediately undertaken. To 
 facilitate this work, a large number of scholarships was sold and the proceeds 
 invested in the construction of the several edifices. The institution, although 
 •well patronized by students, was. however, much straitened for want of funds 
 during its earlier years, and as a consequence a consideraljle debt was incurred. 
 While struggling with this embarrassment the institution was, in 1867, after a 
 prolonged and careful consideration of all interests involved, transferred in due 
 form to a new board of trustees, nominated by and representing a corporation 
 known as 'the "Oollegiate Association of the Methodist Protestant Church." 
 This body, in taking possession of the College and all its appurtenances assumed 
 all the financial liabilities of the institution in consideration of the same, wliich 
 at that time amounted to more than $30,000, and entered into obligHtions to 
 endow it in a sum not less than $100,000. Immediately after the completion 
 of the transfer the association proceeded to pay off all pressing liabilities, since 
 which time the College has gone on doing its work faithfully and well. 
 
 At the regular annual meeting of the trustees, held June 28, 1870, the 
 requisite notice having been given at the previous annual meeting, the articles 
 of association under which the College had been originally incorporated were 
 amended so as to admit of an increase in the number of the corporation from 
 twelve to thirty. The object of this change was the admission, as trustees of 
 the College, of all those who constituted the corporation of the "Collegiate 
 Association." At the same time the election of trustees was vested in the 
 General Conference of the Methodist Protestant Church, which was empowered 
 to elect, at each of its quadrennial sessions, one-half of the entire board. By 
 these amendments the institution was placed under the supreme control of the 
 denomination whose funds are so largely invested in it; and which is, therefore, 
 made responsible for its success, at least so far as the furnishing of students 
 and financial means is essential to that result. At the annual meeting of the 
 trustees, held June 31, 1876, a further change in the articles of association was 
 effected, whereby the alumni association of the College was empowered to elect 
 from its members six additional trustees. By this means the alumni of the 
 institution are brought into heartier sympathy with the College, and they can- 
 not, as a consequence, fail to feel a greater interest in the success of their 
 Alma Mater. 
 
 Four large buildings have been erected, leaving space for one more, a central 
 building, to complete the design. The south hall was burned in 1869, but soon 
 afterward rebuilt. The north, or gentlemen's hall, during November of the 
 present year, has also become food for the flames; but it is quite probable that 
 it will be replaced during the coming year. 
 
 The estimated value of grounds, buildings, apparatus, and other property of 
 the institution was reported in 1880 at $133,000, and the amount of its endow- 
 ment fund at $83,878.70. The institution is well equipped with a very fine 
 museum, a library of over 3^000 volumes, and other means for making its work 
 of instruction very successful. 
 
 Eev. A. Mahan, D. D., was the first President of Adrian College. He re- 
 mained in this position for several years, resigning in 1804. In 1867 he was 
 recalled to the presidency, which he accepted, and in which capacity he served 
 until the transfer of the College in 1869. Rev. G. B. McElroy, D. U., was 
 chosen President in 1873 and has continuously filled that position until the 
 dose of the last academic year, at which time he tendered his resignation. 
 
88 EDUCATION IN MICHIGAN. 
 
 The institution numbers nine professors in its faculty, several of whom have 
 been identified with the College since its organization. It has graduated 203 
 students, the last class numbering 13. The total enrollment of students during 
 the year ] 880 was ;^03, many of whom were ladies. 
 
 Albion College. 
 
 In the year 1833, Dr. B. H. Packard, then of Ann Arbor. Kev. H. Cololazer 
 and Rev. B. H. Pilcher, having consulted together, resolved to seek to estab- 
 lish a seminary of learning under the patronage of the Methodist Episcopal 
 Church. 
 
 Ill conformity with this design, an invitation was given to persons ih different 
 localities, to make propositions of what they would do for the purpose of secur- 
 ing its establishment among them. In the summer of 1834, several such 
 propositions were made and submitted to the Ohio Conference, which, at that 
 time, had jurisdiction here. At this session of that body, a committee was 
 appointed, with full powers to accept of the best proposition and to secure from 
 the Legislative Council a charter. That committee fulfilled its duties — accepted 
 the proposition from Spring Arbor, in Jackson county, and in March, 1835, 
 the charter of the " Spring Arbor Seminary" was passed and approved. Soon 
 after this the board of trustees was organized, and various efforts were made to 
 secure the erection of buildings and the establishment of the school, but with- 
 out success. The friends of the enterprise and the original projectors became 
 much discouraged, and feared that the scheme would have to be abandoned 
 for the present, on account of the difficulties thrown in the way by some who 
 were the professed friends of the object. But in the summer and fall of 1838, 
 the proprietors of the village of Albion, and other residents, made an offer of 
 liberal assistance to the trustees, provided the location could be changed to 
 that place. This offer was accepted, and their consent for the necessary change 
 in the charter was sent to the Legislature. The charter was amended as 
 desired, and the board of trustees was reorganized in the village of Albion, on 
 the y9th of April, 1839. Nothing of any importance was done towards the 
 erection of buildings, until the spring of 1840, when an agent was appointed to 
 solicit donations and subscriptions, and to take preparatory steps for building. 
 At this time a system of scholarships was adopted, which succeeded well for a 
 time, but ultimately became a source of embarrassment. That system was, to 
 give a certificate of free tuition for four years for every hundred dollars sub- 
 scribed, but not available to the holder until the whole amount was paid. The 
 reason of the embarrassment, growing out of this system, was, that the avail- 
 able subscription was mostly used up in the erection of buildings, and nothing 
 was left to support the faculty. 
 
 The corner stone of the center building in the plan, was laid in August, 
 1841, and it was ready to be occupied in November, 1842, when the school was 
 opened with a large number of pupils. The first public examination and exhi- 
 bition took place in March, 1843. 
 
 On the Gth day of June, 1849, a new plan of scholarships was adopted and 
 put into operation, with a view to raise a permanent endowment fund, which 
 has succeeded very well. By an amendment of the charter, at the session of 
 the Legislature in 1860, the "Female Collegiate Institute" was engrafted on 
 the Seminary. The first class in this department graduated in August, 1851. 
 In 1857 the name of the institution was changed, by legislative enactment, to 
 " Wesleyan Seminary and Female College at Albion," and by similar enact- 
 ment in 1861, it was simplified to "Albion College." The full college courses 
 
HISTORICAL SKETCHES. 89 
 
 of study were not established until 1864. The College has power to confer 
 such degrees as are usually conferred by colleges, and requires such thorough 
 and systematic courses of study as will secure a mental development, culture 
 and discipline that should always be made a condition precedent to a degree. 
 
 The college buildings are pleasantly located in the village of Albion, on a 
 lot of eighteen acres, on a portion of which a native grove of oaks still remains. 
 The buildings are of brick, and being on an elevated position, command a fine 
 view of the village and surrounding country. These buildings are three in 
 number, the central one being 40x100 feet and four stories high ; the other two 
 being each 46x80 feet and three stories high. In these are accommodations for 
 all the departments of educational work. 
 
 The estimated value of property belonging to the College is $50,000, while 
 the amount of productive funds aggregates $170,000. The library, containing 
 2, 500 volumes, supplies the students with the best works in every department 
 of legitimate thought. 
 
 Rev. L. R. Fiske, D. D., LL. D., who in the earlier years of the Agricultural 
 College was a professor in that institution, is the President of Albion College, 
 and under his able and efficient management the institution is enjoying much 
 prosperity. The faculty of the institution comprises eleven professors. The 
 whole number of students in attendance during the present year has been 244. 
 
 Prior to 1851 no degrees were conferred by Wesleyan Seminary or Albion 
 Female College. Prom 1851 to 1863, inclusive, 116 ladies received the degree 
 of Mistress of the Arts and Sciences from Albion Female College. From 1864 
 to 1880, inclusive, the whole number of graduates from the College aggregates 130. 
 
 Battle Ckbek College. 
 
 The establishment of a college in the city of Battle Creek was proposed by 
 Elder James White, of the Seventh Day Adveutists, in the spring of 1873, and 
 at his call, a meeting of citizens interested in the project was held in April of 
 the same year, at which a committee was chosen to act in reference to the 
 organization of an educational society. By the action of this committee the 
 sum of $54,000 was pledged to the enterprise. 
 
 As suflBcient means were thus secured to warrant the organization of a legal 
 society, a meeting was held March 11, 1874, in the city of Battle Creek. Seven 
 trustees were elected to hold real estate, to erect suitable buildings, and to 
 establish and manage a college for instruction in the sciences, the languages, 
 and the Holy Scriptures. 
 
 The conditions of the law of the State of Michigan "for the incorporation 
 of institutions of learning" having been complied with, the trustees proceeded 
 to select a location for the college buildings. The grounds chosen consisted of 
 twelve acres located on a beautiful eminence in view of the Kalamazoo river, 
 and were purchased at a cost of $16,000. During the same year a college build- 
 ing was erected at a cost of about sfoOjOOO. 
 
 This building is a beautiful three-story brick structure, with a large base- 
 ment devoted to a philosophical and chemical laboratory, recitation rooms, and 
 steam heating apparatus. The first and second stories are each divided into 
 two spacious rooms of equal size, each capable of seating eighty students. The 
 third story consists of a fine lecture hall, used also as a chapel, where students 
 assemble every morning for worship. The observatory which crowns the edi- 
 fice gives a most delightful view of tlie surrounding country for a number of 
 miles. The wooded hillsides, winding rivers, fertile fields, and beautiful little 
 40 
 
90 EDUCATION IN MICHIGAN. 
 
 lakes, together with the shaded streets and pleasant cottages of the city, in the 
 suburbs of which the college is located, combine to make a varied and inviting 
 prospect. The grounds, or campus, by constant care and the exercise of art 
 and good taste in improvements, has been made very beautiful and attractive. 
 On the west and south sides are ample lawns interspersed with flower beds, 
 while the east side presents a rare combination of natural and artificial beauty, 
 in shade and ornamental trees, walks, shrubbery, flowers, etc. The campus at 
 present consists of only seven acres, as two tiers of building lots have been cut 
 off from the original plot, one from the west and one from the south side. 
 Upon these, private dwellings have been erected for the accommodation of 
 members of the faculty and such families as have the confidence of the Board 
 and are willing to accommodate students. 
 
 The design of the College was primarily to meet the wants of young men 
 and women anxious to labor in the various departments of missionary work. 
 But, as in every growing denomination, the demands became urgent for an 
 institution on a broader basis, where all the children of the friends of the en- 
 terprise might receive thorough mental and moral discipline, and thus secure 
 the best preparation possible for the duties of active life. In accordance with 
 these pressing needs, the College has grown, during the five years of its exis- 
 tence, in a manner unparalleled in the history of any denominational school. 
 
 The number of professors composing the faculty of this institution is fourteen, 
 Elder James White, the founder of the College, being its President. The 
 whole number of students in attendance during the college year of 1879-80 was 
 489, of which 193 were ladies and 297 gentlemen. The estimated value of the 
 buildings and grounds and other property is placed at 867,000, while the annual 
 income is about $15,000. The College is well equipped with a library, museum, 
 and apparatus, which furnish ample means for instruction and illustration. 
 
 Grand Tkayekse CoLLBeE. 
 
 In 1863, Eev. J. B. Walker, a prominent clergyman of the Congregational 
 Church, in connection with several other gentlemen, purchased 3,500 acres of 
 land in Beuzonia, Benzie county, designing it as a pecuniary basis for a school 
 that should, as fasb as the increase of population in that part of the State would 
 warrant, grow up to the full dimensions of a college. Such increase has not 
 been equal to their anticipations ; the land, though of a valuable character, 
 has sold slowly ; a heavy loss has been sustained by fire ; and while with indomit- 
 able perseverance a school has been kept open since 1863, with sometimes as 
 many as seventy pupils, its work has, as yet, been only preparatory. Prof. L. 
 D. Maltby is now at its head. The estimated value of its property is $40,000, 
 while the amount of its productive funds is reported at 810,000. This institu- 
 tion has done a good work in preparing teachers for the primary schools in its 
 vicinity. 
 
 Hillsdale College. 
 
 Early in the year 1844 a movement was inaugurated by the Free Will Bap- 
 tists in Michigan looking towarding the founding of an institution of learning. 
 This movement finally resulted in the establishment at Spring Arbor, Jackson 
 county, of an academy, which subsequently, in 1845, under a charter from the 
 Legislature, expanded into the Michigan Central College. The school was 
 opened in December, 1844, with Eev. D. M. Graham as principal. A log 
 building, that had formerly been used as a town-house, furnished the first home 
 to the infant College. Soon, however, three buildinffs more suitable for the 
 
HISTORICAL SKETCHES. 91 
 
 purpose were erected ; a good, though not large, library was collected ; and a 
 fine philosophical apparatus was obtaiaed. After filling the office of priacipal 
 of the Academy, and subsequently that of president of the College yery accept- 
 ably for several years, Mr, Graham resigned, and was succeeded by Ker. E. B, 
 Fairfield. Open to all, irrespective of nationality, color, or sex, the College 
 ^rew so rapidly that enlargement became essential to the adequate discharge of 
 its functions. An appeal to the residents of the viciuity for help to accomplish 
 this design having received no favorable response, removal became the only 
 alternative. This proposal aroused an intense opposition from the citizens, 
 who learned too late the value of having the institution located in their midst. 
 The struggle that ensued resulted in the loss of all the property, to the amount 
 of nearly $25,000. The College, however, found a hearty welcome in Hillsdale, 
 whose residents, by their liberality, more than repaid the loss experienced by 
 removal. Hon, E. Blackmar donated a beautiful plat of twenty-five acres, and 
 the people of the county erected the buildings, the corner stone of which was 
 laid July 4, 1853. The main building was completed during the fall of 1855, 
 and thrown open to students November 7 of the same year, when the exercises 
 •of Hillsdale College proper, organized under a new charter, began with Kev. 
 E. B. Fairfield as President, and Professors H. E. Whipple, Kansom Dunn, 
 C. H. Churchill, and Misses Whipple and Mahoney as associates. 
 
 President Fairfield resigned in 1870, and was succeeded by Eev. James Cal- 
 der, D. D., of Pennsylvania. Dr. Calder filled the office but two years, being 
 called to the presidency of the Pennsylvania State College at Bellefonte. He 
 was succeeded by Dr. Graham, who had been the first President of the institu- 
 tion under its former charter, when located at Spring Arbor. Dr. Graham 
 remained two years, when he tendered his resignation, and Rev. D. W. C. 
 Durgin, the present incumbent, was chosen to the office. 
 
 For nearly twenty years the College enjoyed the greatest prosperity, and 
 everything augured well for the future, when, on the night of March 5, 1874, 
 the large and imposing building first erected was nearly destroyed by fire. The 
 friends of the College were stunned by the blow, but the needs of the hour 
 soon awakened them to effort, and, as a result, in the place of the old building, 
 five new ones, of a more modern style of architecture, have been erected. They 
 are of brick, three stories high, with basements, and are arranged on three 
 jsides of a quadrangle. Their size is, respectively, in feet, 80 by 80, 48 by 72, 
 48 by 73, 80 by 60, and 53 by 73. 
 
 The institution has fifteen instructors included within its faculty at the pres- 
 ent time, and during the last academic year enrolled 608 students. Its alumni 
 number 440, nineteen of whom graduated at the commencement of 1880. It 
 is well supplied with necessary means of illustration and instruction, and has a 
 library of over 7,000 volumes. The estimated value of its grounds, buildings, 
 apparatus, and other property, is reported at $135,000, while its productive 
 funds aggregate $130,000. 
 
 Hope College. 
 
 This institution is located in the city of Holland, Ottawa county, and is 
 under the auspices of the Reformed (Dutch) Church in America. Holland 
 Academy, from which Hope College is an outgrowth, was founded in 1851, and 
 was conducted for several years by Walter T. Taylor. He was followed by 
 Rev. P. B. Beidler, who remained but a short time, being succeeded by Rev. 
 John Van Vleck in 1855. In March, 1859, Mr. Van Vleck resigned, and Rev. 
 Philip Phelps was appointed Principal of the Academy, continuing to serve in 
 
93 EDUCATION IN MICHIGAN. 
 
 that capacity, aud as President of Hope College, after its incorporation in 1866, 
 until 1878, when he resigned, and Kev. G, H. Mandeville, D. D.; the present 
 President of the College, was chosen to the ofBce. 
 
 The first incorporators of Hope College numbered seventeen, principal 
 among whom was Rev. Albertus Van Eaalte, U. D., the founder of the Hol- 
 land colony in Michigan. According to the articles of incorporation the coun- 
 cil or board of trustees must be composed of members of the Reformed Church 
 in America, and elected or appointed by the General Synod of that church. 
 When the General Synod first appointed the council an endowment of the in- 
 stitution was initiated with a grant of $30,000. Since that time this endow- 
 ment has been increased to about $70,000, a considerable part of which is, 
 however, unproductive at present. 
 
 The buildings of the institution are seven in number, two being of brick, 
 the principal one of which is three stories high with basement. These are 
 located in a beautiful campus of sixteen acres. The estimated value of grounds, 
 buildings, apparatus and other property, is given at $45,000. The library 
 consists of 4,700 volumes. A weekly newspaper entitled "De Hope" has been 
 published in the Holland language for a number of years by the professors of 
 the institution. It has a circulation of over 2,000 copies, and more than 
 repays the expense of publication. 
 
 There are eight professors included within the faculty, while the number of 
 students in attendance during the last college year was 131. The College has 
 graduated 81 students, ten of whom received their diplomas at the commence- 
 ment exercises of 1880. During the earlier years of the institution, women 
 were not admitted as students, but in 1878 the barrier was removed, and quite 
 a large number of young ladies have since that time been in attendance. 
 
 Hope College owes its origin to the traditional care of the Reformed Church 
 in America for the securing of an educated ministry, and in this the example 
 of the founders of "Harvard" has only been followed. The first and firmest 
 friends of education have always been prompted quite largely by religious 
 motives. Of the graduates of Hope College a considerable proportion are 
 clergymen, while the remainder are distributed among various other pro- 
 fessions. 
 
 ' Although Hope College is denominational, yet by the law of its incorpora- 
 tion, it can have no "religious test." The doors are open, and a welcome is 
 given to all who submit to its regulations. As a Christian school, how- 
 ever, it inculcates gospel truths, and demands a consistent moral character 
 and deportment. This College is an important educational center for western 
 Michigan, and is an acknowledged factor for good in the improvement of its 
 population, especially of the thousands of adopted citizens from the Nether- 
 lands. The instruction is altogether in English, and after the most approved 
 methods, and aims to build up the best interests of the State. 
 
 Kalamazoo College. 
 
 In 1839 Thomas W. Merrill, a young Baptist minister from Maine, found 
 his way to the then little village of Ann Arbor, where he opened the first class- 
 ical school in the interior of Michigan. In 1830 he removed to Prairie Ronde, 
 where he built a house designed for a school and for holding religious meet- 
 ings. His heart was set upon establishing a literary institution, and in the 
 fall of 1831 he visited the State of New York to secure aid, but with little en- 
 couragement. He then returned to Michigan, and having secured subscrip- 
 tions to the amount of seventy dollars, after having spent two years at his own 
 
HISTORICAL SKETCHES. 93 
 
 expense, he purchased a site for a school in Bronson, now Kalamazoo. In 
 1832 he procured from the Territorial Legislature a charter for the "Michigan 
 and Huron Institute." Trustees were appointed, but nothing appears to have 
 been done till 1835, when the citizens of Kalamazoo raised a subscription 
 amounting to $2,500, and the school was then established. One hundred and 
 fifteen acres of land south of the village was purchased, but a site for the 
 buildings was finally established on ten acres of rising ground on the western 
 border of the village. In 1837 the Legislature re-incorporated the school as 
 the "Kalamazoo Literary Institute," under which name it was known until 
 1855, when the act of incorporation was amended so as to confer college 
 powers, and it became "Kalamazoo College." The original incorporators were 
 Caleb Eldred, William Meek, William Duncan, H. H. Comstock, Nathaniel 
 Millard, John Clark, P. P. Browning, Anson Brown, John Booth, E. B. 
 Kercheval, Thomas W. Merrill, John S. Twiss, 0. H. Swain, Robert Powell, 
 Stephen Goodman, and C. A. Lamb. 
 
 No efEort was made to endow the institution, nor was any debt suffered to 
 accrue from its operation, during the first twenty years of its history. Its ex- 
 pense of instruction was not large, as its course of study was chiefly prepara- 
 tory. Moreover, the, inferior condition of the public schools, and their lack of 
 all high school facilities; left the people quite ready to extend to a good select 
 school a remunerative patronage. And much of the time other corporations 
 assumed the current expenses of the Institute, as for a while the State Univer- 
 sity supported it as one of its branches ; and afterwards the Baptist Convention 
 adopted it as the literary helpmate for its theological education. Yet the 
 property of the Institute always remained distinct, and its board of trustees 
 allowed no intermission of their meetings and controlling care. In 1853 an 
 efEort was inaugurated to raise an endowment of $30,000 by the sale of scholar- 
 ships or otherwise. In about two years $30,000 was secured, chiefly in scholar- 
 ship notes. Since that time other efforts have been made occasionally, so that 
 at the present time the amount of the productive funds of the institution is 
 about $64,000. The present property of the College in grounds, buildings, 
 apparatus, etc., is estimated at $100,000. 
 
 After the initiatory work of Mr. Merrill, heretofore mentioned, a Mr. Marsh 
 was chosen as teacher. His successor was Walter Clark. The next teacher 
 was Nathaniel A. Balch, and the next, David Alden. The fifth principal 
 teacher was William Dutton, appointed in 1840, the year of his graduation 
 from Brown University, and continuing three years, soon after which he was 
 arrested in his work by. death. 
 
 To Professor J. A. 13. Stone fell the lot of following Mr. Dutton. And the 
 short course of the one is in contrast with the long course of the other. Dr. 
 and Mrs. Stone commenced their labors as instructors in 1843. With the 
 entrance of the institution upon its full college career, in 1855, Dr. Stone was 
 appointed President, while his no less distinguished wife was installed as Prin- 
 cipal of the female department, for which an elegant building had been recently 
 . erected. In 1864 Dr. Stone resigned, and Hon. John M. Gregory, who had 
 been for six years previously Superintendent of Public Instruction, was elected 
 President. In 1867 Dr. Gregory resigned in order to accept the Kegency of 
 the Illinois Industrial University, and was succeeded by Rev. Kendall Brooks, 
 D. D., of Philadelphia, who still holds the position. 
 
 The college grounds consist of twenty-six acres, traversed by the Michigan 
 Central railroad and by Michigan avenue. It is, consequently, divided into 
 three sections. The original building, erected in 1847, stands on the western 
 
94 EDUCATION IN MICHIGAN. 
 
 section. This building is of brick covered with mastic, and is four stories 
 high. It contains the library, of 3,200 volumes, two society halls, study rooms, 
 and dormitories for sixty young men. Another building, erected in 1858, and 
 known as Kalamazoo Hall, contains a chapel, eight recitation rooms, four 
 music rooms, an art room, a room for apparatus, and a hall for the young 
 women's literary society. 
 
 The faculty of the institution is composed of seven instructors, including 
 the President. One hundred and forty-seven students were in attendance last 
 year, while the whole number of graduates, since the institution was incorpor- 
 ated as a College in 1855, is 129. 
 
 While the founders of this institution were connected with the Baptist de- 
 nomination, and the Baptists of Michigan regard-it as their College and its 
 maintenance as their duty, yet the trustees are not all Baptists, nor is any 
 restriction placed on students with reference to their religious opinions. The 
 privileges of the institution have from the first been open to all without any 
 distinction as to sex or race. 
 
 It is the stated purpose of the trustees and officers of Kalamazoo College to 
 maintain a course and grade of instruction fully equal to that of the State 
 University ; not with any desire to undertake an ambitious and unfriendly 
 rivalry with that institution, but rather with a generous purpose to emulate its 
 example, in maintaining high standards of scholarship in the State. Admit- 
 ting of no necessary rivalry between institutions all seeking the same noble and 
 useful aims, — the promotion of human learning, and the spread of higher and 
 of Christian education, — Kalamazoo College seeks only to fill wisely its own 
 chosen place in the great educational column, and to do the work assigned it 
 by its Christian founders. 
 
 Olivet College. 
 
 This institution is situated in the village of Olivet, Eaton county, and is 
 under the general care of the Congregationalists and Presbyterians. The selec- 
 tion of its location partakes somewhat of the romantic, which may be briefly 
 stated as follows: Iii 1843 Eev. J. J. Shipherd, one of the founders of Ober- 
 lin College eleven years previously, started on a prospecting tour in search of a 
 place in Michigan suitable for the location of an institution similar to the one 
 he had assisted in establishing in Ohio. His journey leading him for a consid- 
 erable time through an almost pathless wilderness, he was frequently at much 
 trouble to keep his bearings, Having stopped to rest one day he was dismayed 
 to find, upon resuming his course, that he had hopelessly lost his way. Several 
 excursions in search of his true route ending in his return each time to the 
 same spot, he directed his attention to a closer examination of his surround- 
 ings. The forest was a grand growth of oak, maple, and ash, and it stood on 
 a beautiful elevation of gravelly soil, bordered by a small stream, and he said 
 "this shall be the Mount Olivet of my desire." A tract of land including this 
 spot was afterwards purchased, and returning to his home in Ohio, he enlisted 
 the sympathy and cooperation of several families of his friends, and with them 
 set out for the place designated for the colony and future college early in Feb- 
 ruary, 1844. 
 
 The ten months next following were spent by the colonists in removing the 
 primeval forest, constructing cabins for themselves, transporting through the 
 woods resources for their subsistence, and in combatting the hardships and 
 diseases incident to new settlements. During this period, also, their leader 
 was suddenly removed by death, leaving his bretheru worn down with toil and 
 
HISTORICAL SKETCHES. 95 
 
 sickness, and nearly disheartened. However, in December of tiie same year, 
 the embryo "College" was declared ready for students. At the opening of 
 the first term nine students were in attendance. A small room in one of the 
 private houses constituted chapel and recitation room. Eev. Eeuben Hatch 
 and Eev. Oramel Hosford were the instructors. 
 
 For four years the school struggled on, gradually increasing in numbers in 
 attendance, though repeatedly threatened with ruin by the conflagration of the 
 school edifices, but without a charter or recognized legal existence — the State 
 Legislature rejecting all appeals for a college charter. In 1848 the trustees, 
 consisting of James Douglass, Carlow Keed, Oramel Hosford, William Hos- 
 ford, Enoch JN". Bartlett, John G. Barnes, Charles M. Bordwell and Wilson C. 
 Edsell, obtained from the Legislature a charter conferring all the privileges of 
 a college foundation, except that of conferring degrees in the arts, under the 
 title of "Olivet Collegiate Institute." The school continued in operation 
 under this charter till 1859, a period of eleven years, when it expanded its 
 title and pretensions to the stature of a college, chartered under the general 
 law of the State regulating such institutions. The new College had a faculty 
 of five instructors: Rev. M. W. Fairfield, President; Eev. 0. Hosford, Pro- 
 fessor of mathematics and astronomy; llev. N. J. Morrison, Professor of the 
 ancient languages; Dr. A. A. Thompson, Instructor in chemistry and vocal 
 music ; Miss Mary J. Andrews, Principal of the ladies' department and instructor 
 in French. At this time about 75 students were in attendance. A freshman 
 class, one in the ladies' course, and another in the senior preparatory course, 
 were formed, together with the usual classes in the common branches. 
 
 Shortly after its incorporation as a College, efforts were entered upon to 
 raise an endowment fund. Various amounts were then and have since from 
 time to time been obtained, so that at the present time, the total amount of 
 productive funds under the control of Olivet College is something over $1 16,000 ; 
 while the estimated value of the grounds, buildings, apparatus, etc., is 
 $113,000. The buildings at the present time consist of two brick structures, 
 each four stories high, besides two frame buildings. 
 
 In 1860 President Fairfield, on account of failing health, was forced to re- 
 sign, and the duties of that ofiBce were distributed among the remaining mem- 
 bers of the faculty until 1864, when Eev. N. J. Morrison, who had for several 
 years been a member of the faculty, was chosen to the ofBce. Dr. Morrison 
 continued to serve in this position until 1872, when he resigned. The vacancy 
 thus occurring remained unfilled for over two years, when Eev. H. Q. Butter- 
 field, D. D., an alumnus of Harvard, was elected to the office. Dr. Butter- 
 field was inaugurated in 1876, and still continues the President. The whole 
 number of professors and instructors composing the faculty is twelve. The 
 number of students in attendance last year was 201 ; while the whole number 
 of graduates from the College is 133. 
 
 The institution is supplied with a college library containing over 7,000 vol- 
 umes, besides a large number of unbound pamphlets. In connection with the 
 library is a reading room well supplied with the leading journals of news, pol- 
 itics, religion, science, literature and art. The College is also the possessor of 
 a valuable cabinet of shells, minerals and fossils, embracing more than 50,000 
 specimens, collected by Eev. Wm. B. Brown, D. D., of Newark, N. J., and 
 valued at $18,000. In addition to these the institution has ample means, in 
 the way of apparatus, etc., to illustrate in a very full and satisfactory manner 
 the various sciences taught. 
 
96 EDUCATION IN MICHIGAN. 
 
 Oliyet College ranks second to none ia its high moral tone and the thorough- 
 ness of its literary work, while its location is greatly in its favor. Few villages 
 in the State are better fitted by nature for a college than Olivet. It crowns a 
 hill embowered in forest and shade trees, with diversified surface which pre- 
 sents eligible sites for buildings. Its quiet beauty at once attracts the notice of 
 visitors. The place is healthful as well as beautiful, and the climate whole- 
 some. The village as well as the College was founded by earnest Christian 
 men, who early impressed upon both their own culture, character, and spirit. 
 As a result, the atmosphere of the place is free from those things which divert 
 or hinder the special work of the student, and most favorable to quiet, earnest, 
 successful study. 
 
FRANCIS W. SHEAEMAN. 
 
PROFESSIONAL TRAINING OF TEACHERS. 
 
 I. THE STATE NOKMAL SCHOOL. 
 
 Among the first questions that presented themselves to the framers of our 
 educational system was the important one of providing means by which com- 
 petent teachers might be secured for the schools of the State. Superintendent 
 Pierce, in his report for 1836, very ably presented the subject to the Legisla- 
 ture, giving a brief review of the German system of educating teachers for 
 their profession, by means of normal schools, and recommended the adoption 
 of a similar plan. 
 
 In 1842 Superintendent Sawyer called the attention of the Legislature again 
 to the importance of establishing a normal school, and in 1843 the subject was 
 also presented by Superintendent Uomstock. But during those earlier years 
 the State was struggling for financial existence, and nothing was done. In 
 
 1849 Superintendent Mayhew brought the subject again before the Legislature, 
 and that year an act was passed providing for the establishment of a State 
 Normal School. 
 
 The main design of this institution was that it should be a school for the 
 professional training of teachers. It was placed by the act creating it under 
 the direction of a State Board of Education, consisting of three persons, to be 
 appointed by the Governor, and approved by the Senate. The Legislature of 
 
 1850 made the Lieutenant Governor, the State Treasurer, and the Superin- 
 tendent of Public Instruction, ex-offlciis members of the Board. The Superin- 
 tendent was made the secretary of the Board, the State Treasurer its treasurer, 
 and the Board was to elect its own president. All this was, however, changed 
 by the Constitution adopted the same year, which provides for a board of four 
 members, three of -whom are elected by the people, to hold office for six years, 
 one being chosen at each biennial election, and the Superintendent of Public 
 Instruction, who is ex-offlcio a member and secretary of the Board. 
 
 Ten sections of salt spring lands were appropriated to put the School in opera- 
 tion. All materials and labor in the erection of buildings were to be paid for 
 in warrants on the Commissioner of the Laud Office ; which warrants alone 
 would be received for the land, at the rate of four dollars per acre. In addition to 
 the above ten sections, fifteen sections were appropriated for a normal school en- 
 dowment fund. The 9,600 acres were to be sold on the same terms as the pri- 
 mary school lands, at not less than four dollars per acre, and the proceeds to 
 be placed in the State Treasury, under the same regulations as the other trust 
 funds ; and upon this (with the exception of $8,000, referred to below), together 
 with unpaid balances in the hands of purchasers, the State pays to the School 
 six per cent, annual interest. 
 
98 EDUCATION IN MICHIGAN. 
 
 The idea of erecting buildings by issuing land warrants was abandoned before 
 anything was done ; and in 1850 the ten and the fifteen sections were consoli- 
 dated, the whole to constitute an endowment fund, — reserving such an amount 
 for the erection of buildings and current expenses, not exceeding ten thousand 
 dollars, as should be necessary in addition to donations. The amount so used 
 was about eight thousand dollars. The minimum price of the lands was fixed 
 at four dollars per acre ; but lands that had not been appraised, were to be, and 
 none sold at less than the appraised value. A large portion was appraised at 
 less than four dollars, — some as low as a dollar and fifty cents per acre ; but 
 none could be sold at less than four dollars. It would seem that not much care 
 or judgment was exercised in the selection of the lands. 
 
 The Board of Education held its first meeting in May, 1849. Propositions 
 were received from the people of Ypsilanti, Jackson, Marshall, Niles, and Gull 
 Prairie, each proposing to donate lands and money to secure the School. The 
 proposition from Ypsilanti was to furnish pupils for the model school, whose 
 tuition should amount to seven hundred dollars per annum for five years, rooms 
 for the use of the School until buildings could be erected, 113,500 in money, 
 also four acres of land. This being the most favorable proposition secured the 
 location of the School at Ypsilanti. The school site, which appears not to have 
 been included in the original offer, was subsequently enlarged by the purchase 
 of four additional acres by the Board. Without delay the Board proceeded to 
 the erection of a building fifty-five by one hundred feet in size, three stories 
 high, at a cost of $15,300. The amount realized from subscriptions of citizens 
 was $12,000 and was used in payment of expenses incurred for building. The 
 building was completed and was dedicated by appropriate ceremonies, October 5, 
 1852. In October, 1859, it was partially destroyed by fire; but within six 
 months was re-built with the $8,000 realized from insurance. There was, 
 however, a loss of nearly $6,000 by the destruction of the library, furniture, 
 apparatus, furnaces, etc. 
 
 In 1864 the Board of Education made an arrangement with the executive 
 committee of the State Agricultural Society to erect a building seventy by forty 
 feet, and two stories above the basement, to be used by the School, and to con- 
 tain the museum of the Agricultural Society. The terms were that the society 
 should contribute two thousand dollars, the citizens of Ypsilanti fifteen hun- 
 dred dollars, and the Board of Education the balance for the erection of the 
 building. During the year 1865 the building was inclosed, the work having 
 been greatly retarded by the high price of materials and labor ; and in Septem- 
 ber, 1868, the most that could be said of it was, "it has been inclosed, and 
 rooms finished in the basement for the janitor." In the meantinie the com- 
 mittee of the Agricultural Society had become discouraged, and in 1868, after 
 an expenditure of three thousand two hundred and fifty dollars, assigned their 
 interest in the property to the Board of Education. The Legislature, in 1869, 
 appropriated $7,500 for the completion of the building, which was effected the 
 same year. In 1871 the Legislature very justly voted an additional appropria- 
 tion of $3,250 to reimburse the Agricultural Society for the money it had 
 expended. 
 
 In 1878 the main building was enlarged at an expense of $43,347.18. Of 
 this amount the citizens of Ypsilanti paid $2,105.80. This enlargement is 88 
 by 90 feet, and contains a hall capable of seating 1,200 persons. The value of 
 grounds, iDuildings, and other property, at the present time is estimated at 
 $85,000. 
 
 The last of the normal school lands were sold in 1868 ; since which timo 
 
HISTORICAL SKETCHES. 
 
 99 
 
 there has been an occasional sale of land that was forfeited for non-payment 
 of interest. The entire amount of land was 16,000 acres ; and adding the eight 
 thousand dollars of the fund used for current expenses, it appears there was 
 realized an average of about four dollars and fifty cents per acre. 
 
 The normal school endowment fund, on the 30th of September, 1880, was 
 as follows : 
 
 Amount in the hands of the State $56,636 32 
 
 Amount in the hands of purchasers 12,330 72 
 
 Total fund $68,966 04 
 
 In addition to the annual avails of the fund, which have had no material 
 increase for a number of years, and can have none from the same source hereafter, 
 the Legislature has biennially made appropriations of money for defraying the 
 current and other expenses of the School. The following table has been pre- 
 pared in order to exhibit the total resources of the School since its first estab- 
 lishment. We have been unable to ascertain the amounts received from mis- 
 cellaneous sources for the years prior to 1859 : 
 
 TEAB. 
 
 1850. 
 1851. 
 1852. 
 1853. 
 1854. 
 1855. 
 1856. 
 1857. 
 1858. 
 1859. 
 1860. 
 1861.. 
 1862.. 
 1863., 
 1864.. 
 1865.. 
 1866.. 
 1867.. 
 1868.. 
 1869.. 
 1870.. 
 1871.. 
 1872.. 
 1873.. 
 1874. . 
 1875.. 
 1876.. 
 1877.. 
 1878.. 
 1879.. 
 1880.. 
 
 Totals. 
 
 Income from 
 
 IiegiBlatire 
 
 Permanent Fund. 
 
 Appropriations. 
 
 $283 32 
 
 $470 30 
 
 10 40 
 
 3,060 69 
 
 275 00 
 
 3,556 80 
 
 1,837 62 
 
 3,306 53 
 
 2,265 76 
 
 5,740 85 
 
 3,085 09 
 
 3,404 10 
 
 3,450 84 
 
 7,884 86 
 
 3,941 75 
 
 6,093 77 
 
 4,045 90 
 
 2,920 34 
 
 4,050 58 
 
 7,716 17 
 
 4,367 25 
 
 8,632 75 
 
 4,169 50 
 
 5,130 50 
 
 4,225 74 
 4,334 83 
 4,316 14 
 4,301 30 
 4,670 49 
 4,587 91 
 4,518 80 
 4,582 08 
 4,466 03 
 3,968 14 
 4,516 03 
 4,615 93 
 4,193 93 
 4,277 88 
 4,256 88 
 3,731 11 
 7,273 99 
 4,291 60 
 4,290 49 
 
 $117,202 30 
 
 Receipte from 
 Other Sources. 
 
 5,774 26 
 
 6,932 81 
 
 7,083 36 
 
 5,198 70 
 
 5,829 51 
 
 4,912 09 
 
 8,981 20 
 
 13,917 92 
 
 15,033 97 
 
 15,281 86 
 
 19,483 97 
 
 15,384 07 
 
 22,806 07 
 
 16,091 86 
 
 12,743 12 
 
 17,568 89 
 
 53,226 01 
 
 26,900 89 
 
 21,482 51 
 
 $352,550 73 
 
 Total Besources. 
 
 $902 50 
 1,221 00 
 1,246 00 
 
 1.555 00 
 1,532 00 
 1,562 00 
 1,901 00 
 1,630 00 
 3,011 83 
 2,417 00 
 
 2.556 00 
 2,893 40 
 2,781 60 
 2.839 15 
 2,671 00 
 2,320 00 
 2,396 00 
 3,173 43 
 2,919 00 
 4,963 30 
 2,359 50 
 2,040 55 
 
 $50,891 26 
 
 $753 62 
 3,071 09 
 3,831 80 
 5,144 15 
 8,006 60 
 6,489 19 
 11,335 70 
 10.035 52 
 6,966 24 
 12,669 25 
 14,221 00 
 10,546 00 
 11,555 00 
 12.799 64 
 12,961 50 
 11,401 00 
 12,130 00 
 12,511 83 
 15.917 00 
 21^056 00 
 22,393 40 
 22,031 60 
 26,839 15 
 22,671 00 
 29,320 00 
 22,765 74 
 20,173 43 
 24.219 00 
 65;463 30 
 33,551 99 
 27,813 55 
 
 $520,644 20 
 
 The law establishing the State Normal School defined its purpose to be the 
 
100 EDUCATION IN MICHIGAN. 
 
 ''instruction of persons, both male and female, in the art of teaching and in 
 all the branches that pertain to a good common school education ; also to give 
 instruction in the mechanic arts and in the arts of husbandry and agricultural 
 chemistry, in the fundamental laws of the United States and in what regards 
 the rights and duties of citizens." This deBnition of the work and scope of 
 the Normal School has never been changed by any direct or amendatory enact- 
 ment. Several things have, however, tended very materially to change the 
 plan of the School. 
 
 It will be seen that the above statement of the work of the Normal School 
 really includes all the work originally planned for the branches of the Univer- 
 sity. At the time the Normal School was projected, the branches of the Uni- 
 versity had been permanently discontinued, and the high schools of the State 
 were not definitely planned. The union school law had just been enacted, but 
 it did not then contemplate any such development of first-class secondary schools 
 as has since resulted. There was, in fact, nothing in the way of public school 
 facilities between the district school and the University. The branches had 
 contemplated giving ample facilities for normal and industrial or agricultural 
 training. The Normal School, therefore, as the only state school of the same 
 grade, was to be a teachers' school, a farmers' school, and an academy, all in 
 one. In reality the academy had but little more right to a place in. a true nor- 
 mal school than had the farmers' department. But for the time academic 
 instruction had to be furnished there because it was to be had nowhere else. 
 The union school law had not yet developed a half-dozen high schools in the 
 State. The private academies and seminaries were of very fl.uctuating charac- 
 ter. The only safe way to secure academic training for the special work of the 
 School was by supplying the academy within the Normal School itself. This 
 was done by the establishment of an academic department and by extended 
 courses of academic work in the normal department. No considerable attempt 
 was made at the Normal School to meet the demands of an agricultural col- 
 lege, and very soon after its opening in 1852 the subject of a separate farmers' 
 school began to be agitated. In 1855 the law establishing such an institution 
 relieved the Normal School of any further work in that direction. 
 
 The academic work of the School, however, remained a necessity for many 
 years. The slow development of the union and high schools made it necessary 
 that the Normal School should be prepared tg give any range of academic 
 instruction required by its students. This necessity, however, came to be 
 regarded as only a temporary one as the development of the graded and high 
 school system of the State became more general. The law establishing the 
 Agricultural College had very greatly aided the Normal School in confining its 
 work to its main purpose. The development of the high schools did even more 
 in this direction ; and the State Board of Education soon began to look forward 
 to the time when the School should be relieved of a large share of its prepara- 
 tory academic work, and thus be enabled to confine itself to legitimate pro- 
 fessional instruction of teachers for the public schools. For the past ten years 
 this step has been agitated by the friends of the Normal School. 
 
 Believing -that the time had come to make some change in accordance with 
 this view of the true field of the Normal School, the State Board of Education, 
 at a meeting held March 8, 1878, appointed a committee consisting of its 
 president and secretary to investigate the propriety and necessity of a change 
 in the courses of study. This committee obtained the views of the various 
 members of the normal school faculty and others as to needed changes in the 
 
HISTORICAL SKETCHES. 101 
 
 work of the institution and reported at a subsequent meeting of the Board , 
 making the following recommendations : 
 
 1st. Enlarging the school of observation and practice, so as to constitute a 
 graded school representing all the departments of our best graded schools, so 
 that students applying for admission to theN'ormal School, deficient in academic 
 preparation, may be able to make such preparation in the school of observation 
 and practice. 
 
 2d. This school of observation and practice to be under the supervision of 
 the principal of that school with two skilled assistants; but the teaching to be 
 done by normal students under the direction and inspection of the respective 
 professors of the Normal School. 
 
 3d. To establish in the Normal School three courses of study, of one 
 year each, — the common school, higher English, and language courses — fitting 
 teachers respectively for the lower and higher grades in our common ,aud graded 
 schools. 
 
 4th. Aside from general reviews in connection with professional instruction, 
 the Normal School to be confined to professional instruction. 
 
 oth. The requirements for admission to the Normal School should be 
 carefully and fully stated in the prescribed courses of study, and students 
 admitted on certificates from our high schools should still be required to pass 
 examination in the elementary branches. 
 
 6th. It is recommended that in the prescribed courses of study, both for the 
 school of observation and practice and for the Normal School proper, more 
 attention be given to drawing and English history and literature. 
 
 The committee did not think there would be any difficulty in combining and 
 modifying the several schemes or courses of study, so as to remodel them on 
 the plan proposed, prescribing just what should be pursued in the school of obser- 
 vation and practice, and what should be pursued in the Normal School proper. 
 They deemed the school of observation and practice an absolutely essential part 
 of the Normal School, without which, and without full and careful teaching in 
 which by the students of the Normal School under their respective instructors, 
 the Normal School would fail to send out teachers fully fitted for the work of 
 their profession. 
 
 The plan, as above outlined, was adopted by the Board without dissent, and 
 the courses of study and requirements for admission were modified in accord- 
 ance therewith. The Board realized that the change was one quite in advance 
 of any thing previously undertaken, but they believed the conditions in this 
 State were especially favorable to the success of such an undertaking. No 
 other State has a so highly developed class of secondary schools doing academic 
 work of a high grade and ready to give the needed preparation for the profes- 
 sional courses of the Normal School. But the great merit of the plan was that 
 it was one upon which the Board, the faculty, and the best friends of the 
 School throughout the State could agree, and which therefore was likely to 
 have a fair trial and to be made the basis of whatever improvements or changes 
 time and experience might suggest. 
 
 The sole aim of the Normal School is to qualify teachers for their work in 
 all departments of our district and graded schools, to increase their teaching 
 power and to send them forth to their fields of labor, filled with the spirit of 
 their profession. The various courses of study, methods of teaching, practice, 
 and criticism in the model school, higher professional instruction, have been 
 carefully prepared to meet, as far as possible, the wants of every class and 
 grade of our public schools. These have been modified and improved from 
 
102 EDUCATION IN MICHIGAN. 
 
 year to year as experience has suggested. It is believed that the various courses 
 prescribed will, when thoroughly mastered, fit young gentlemen and ladies for 
 positions as assistants, principals, and superintendents in all classes of the pub- 
 lic schools. 
 
 The first Principal of the Normal ;School was Prof. A. S. "Welch, now Pres- 
 ident of the Iowa Agricultural Oollege. Prof. Welch served very acceptably in 
 this position until 1865, when on account of failing health he was forced to 
 resign, and Prof. D. P. Mayhew.was elected as his successor. In this position 
 Prof. Mayhew continued until 1871, when he resigned and was succeeded by 
 Prof. Joseph Bstabrook. Under Prof. Estab rook's faithful and efficient super- 
 vision the Normal School has ever been prosperous, and many of its friends 
 have regretted to hear within the past year of his resignation. As successor to 
 Prof. Bstabrook, the State Board of Education has chosen Dr. Malcolm Mac- 
 Vicar, lateJPrincipal of the New York State Normal School at Potsdam, and 
 with such a man as Dr. MacVicar in charge, it is believed that greater pros- 
 perity than ever is in store for the School. Within the faculty of the Normal 
 School have been numbered not a few of the first normal instructors of the 
 country, — men and women who have shown by their works that they were ably 
 and efficiently filling their appropriate spheres of usefulness. The whole num- 
 ber of instructors employed in the Normal School at the present time is twelve, 
 including the Principal. 
 
 During the school year of 1879-80 there have been in attendance at this 
 institution, four hundred and sixty-two students. Since the School was first 
 opened more than 10,000 students have attended for a longer or shorter period. 
 Eight hundred and forty-three ladies and gentlemen have completed a full 
 course of study and graduated, and have been engaged in teaching, on au 
 average more than three years each, while a large number are occupying promi- 
 nent positions as educators in this and other states. Of the undergraduates it 
 is difficult to obtain definite information, but it is a well known fact that a 
 very large proportion of them have been engaged in teaching, and many of 
 them also have arisen to places of prominence in educational work. 
 
 II. TEACHERS' INSTITUTES. 
 
 The first reference to teachers' institutes as a distinct means of increasing the 
 usefulness of the public schools, which we are able to find in the annual reports 
 of the several Superintendents of Public Instruction, was made by Superin- 
 tendent Mayhew, in his report for 1845. While normal schools were considered 
 as indispensable to the perfection of the school system, yet the fact was recog- 
 nized that many teachers would be unable to attend such institutions, and in 
 consequence it was deemed that teachers' institutes might be organized in each 
 county and made accessible to every teacher, thereby accomplishing a great 
 amount of good. "Teachers' institutes," said Mr. Mayhew, "are teachers' 
 associations with protracted sessions. Where teachers' institutes have been 
 established, the teachers of a county usually spend almost two weeks in session, 
 fall and spring, with a competent principal and experienced board of instruction, 
 employediby a committee provided for that purpose. The several branches of 
 study ordinarily pursued in our common schools are reviewed ; the difierent 
 methods of instruction and modes of government are discussed, and plans are 
 laid for concert of action. Lectures are generally delivered before these insti- 
 tutes by professional gentlemen and others, who, from their devotion to the 
 
HISTORICAL SKETCHES. 103 
 
 great work of popular education, might appropriately be denominated common 
 school missionaries. * * * Would it not be well to encourage their 
 establishment in this State by legislation? I entertain the opinion, that if the 
 State has 125,000 to appropriate annually to the promotion of common school 
 education, it would be productive of greater good to apply one or two thousand 
 dollars, or even five thousand dollars, to assist in defraying the necessary ex- 
 pense of maintaining teachers' institutes in the different counties, and the 
 residue to the support of schools, than to apply the whole to the payment of 
 unqualified teachers, or even to those of ordinary attainments." 
 
 In his report for 1846, Superintendent Mayhew again called attention to the 
 importance of teachers' institutes, and stated that the first institute organized 
 in the State had been held during October of that year in the village of Jack- 
 son, under the auspices of the Jackson County Teachers' Association, at which 
 about thirty teachers had attended. In 1847, Mr. Mayhew reports the awaken- 
 ing of a general interest on the subject, and states that " not less than a dozen" 
 institutes had been held. Of these Jackson county had enjoyed the benefits 
 afforded by three; Washtenaw county, two; Allegan county, two; while the 
 various locations of the others are not given. In speaking of one held in Alle- 
 gan county, he said: "It was my fortune to be in attendance the first two 
 days of its sittings. The enlightened policy pursued by the friends of educa- 
 tion in that county, and the zeal they manifest, are above praise. Karely hare 
 I been so highly gratified as at my first visit to Gun Plains, where the institute 
 was held. As I came in sight of the school-house, I saw an ox-team drive up 
 and stop. Several females got out of the wagon, and went into the house. It 
 occurred to me they might be young ladies who had come up to attend the 
 sittings of the institute. On inquiry, I ascertained that this was a fact, and 
 that they had come for this purpose, in a lumber wagon drawn by oxen, 
 about forty miles !" 
 
 During the year 1848 several institutes were held, but how many or where is 
 not now a matter of record that we have been able to find. In the report for 
 this year Superintendent Mayhew again brought the subject to the attention of 
 the Legislature and urged the importance of the State's providing for the ex- 
 pense of holding at least three or four teachers' institutes annually "in differ- 
 ent parts of the State, as might best accommodate the whole State." "To 
 render these institutes most advantageous," said Mr. Mayhew, "and to give 
 them nnity and efficiency, I think the Superintendent of Public Instruction 
 should be authorized to associate with himself two or three persons of ability 
 and experience, — persons of his own selection, — and attend the institutes of a 
 single season, in regular succession, devoting six or eight weeks to them all." 
 
 From an intimation made by Superintendent Shearman, iu his report for 
 1849, it is to be presumed that several institutes were held during that year, 
 but further than this we have been unable to gather any information. In this 
 report Mr. Shearman takes occasion to say : 
 
 The establishment of a normal school, devoted to the education of teachers, will 
 not, perhaps, even in time, supersede the advantages derived from the annual or semi- 
 annual holding of teachers' institutes at various localities in the State. Thej' are in- 
 stitutions which go hand in hand, mutually assisting each other, and conferring 
 reciprocal benefits peculiar to themselves. To give the greatest eflSciency, however, 
 to teachers' institutes some provision for their support may be deemed indispens- 
 able. The distribution of a sum annually to the various townships has given life 
 and vigor to our system of primary schools and induced a general interest in their 
 behalf. A like effect would be produced in relation to this class of means for perfect- 
 ing the knowledge and increasing the usefulness of teachers, by a similar limited ap- 
 propriation annually in their behalf 
 
104 EDUCATION IN MICHIGAN. 
 
 During the years 1850, 1851, and 1852 institutes were held at various places 
 in the State, at several of which resolutions were passed asking the Legisla- 
 ture to make appropriations for their support, while Superintendent Shear- 
 man repeatedly urged their importance as an acknowledged efficient means of 
 improvement among teachers. During the month of October of the latter 
 year, a state teachers' institute was held in the new normal school building- 
 at Ypsilanti, under the auspices of the State Board of Education, and imme- 
 diately following the exercises of the formal opening of the State Normal 
 School. This institute was attended for three weeks by o-ver two hundred and 
 fifty teachers of the State, and was under the immediate direction of Prof. A. 
 S. Welch, Principal of the Normal School, assisted by several instuictors of the 
 School and professors of the University. 
 
 This institute was a means of awakening a more general interest in insti- 
 tutes than had formerly been manifested, and as a consequence the Legislature 
 of 1855, in order to meet, in part, the demand for more efficient teachers, as 
 well as to diffuse among teachers themselves, and through the community at 
 large, a more just appreciation of the dignity and importance of the voca- 
 tion of teaching, passed an act to provide for the holding of teachers' insti- 
 tutes. By the provisions of this act, the Superintendent of Public Instruction 
 was authorized to hold institutes whenever reasonable assurance should be 
 given that a number not less than fifty, or in counties containing less than ' 
 12,000 inhabitants not less than twenty-five teachers of common schools 
 should desire to assemble for the purpose of forming an institute, which should 
 remain in session not less than ten working days. For the support of these 
 institutes the Superintendent was also authorized to draw from the State 
 Treasury an amount not to exceed $200 for each institute and not more than 
 $1,800 in any one year. This law, while not all that was desired, was an 
 advance in legislation that gave great encouragement to the friends of educa- 
 tion throughout the State. Immediately following the passage of this enact- 
 ment. Superintendent Mayhew made arrangements for holding a series of 
 institutes, and since that time, with the exception of the year 1858, a greater 
 or less number of institutes have been held each year under the direction of 
 state authority. 
 
 In regard to the sphere of the teachers' institute and its relation to the State 
 Normal School, Superintendent Mayhew, in his report for 1855, said : 
 
 The deep interest which both teachers and citizens have taken in these institutes 
 as manifest by their attendance upon their daily exercises, as well as by their resolu- 
 tions, place above a rational doubt the acceptability and usefulness of the well con- 
 ducted teachers' institute of our State. Indeed, I think I may safely say it consti- 
 tutes the most popular and inspiriting feature of our excellent school system. It 
 does more to bring to counties in which they are held a knowledge of the capabilities 
 and usefulness of the State Normal School than could be effected by any other instru- 
 mentality. While that institution is more thoroughly training a noble class of young 
 men and women who are seeking qualifications essential to eminent usefulness, and 
 who will, iii due time, return to the countiesj from which they have been sent, and 
 there, it is believed, exert an elevating influence, not only upon the schools they 
 teach, but upon those round about, it is the office of the institute immediately to 
 operate on greater numbers. Its power consists in the improvement of the teachers 
 now actually in charge of our schools, and who will continue in charge of them, 
 whether qualified or not^ in leading the communities in which they may be held to 
 appreciate more fully the importance of the teacher's calling, and to seek and ade- 
 quately to remunerate, the services of those who are best qualified; and generally, in 
 elevating the standard of attainment on the part of those to whom is to be commit- 
 ted the guardianship of our primary schools. The teachers' institute thus becomes 
 in an important sense a coordinate of the Normal School. 
 
 In 1861 an amendatory act to the law of 1855 was passed which reduced the 
 
HISTORICAL SKETCHES. 105 
 
 time for which an institute was required to be held from ton days to five days, 
 and made the limit of aid which might be given by the State to each institute 
 $100 instead of $200, while the total amount that could be drawn from the 
 State Treasury in any one year remained at 11,800 as before. The design of 
 this was to increase the number of institutes that might be held in any one 
 year, although the time during which they were to remain in session was 
 reduced. 
 
 This law continued in force until the session of the Legislature in 1877, when, 
 mainly through the efforts of Superintendent Tarbell, it was repealed, and a 
 new law enacted in its stead. The provisions of this enactment are such that 
 all examining boards and officers are required to collect from each male teacher 
 receiving a certificate a fee of one dollar, and from each female teacher a fee 
 of fifty cents. These fees are to be paid quarterly into the county treasury and 
 set apart as a fund for the support of teachers' institutes. In addition to 
 the fund thus derived, the Superintendent of Public Instruction may draw from 
 the State Treasury for the support of institutes in counties where the local 
 fund is not sufficient to meet the necessary expenses thereof, an amount not 
 exceeding sixty dollars for each institute of five days' duration. The Superin- 
 tendent of Public Instruction is also authorized to hold, once in each year, an 
 institute for the State at large, which is denominated a state institute, and for 
 the purpose of meeting the expenses of such an institute he may draw on the 
 State Treasury for an amount not exceeding $400. The limit of aid which the 
 State may give to institutes in any one year is fixed at $1,800. 
 
 Under the provisions of this act a new life has been infused into the institute 
 system of the State. A large proportion of the counties now have an institute 
 fund sufficiently ample to meet all the expenses of a good institute ; while in 
 the newer counties in which the fund is less, the State steps in to aid, and thus 
 all portions of the commonwealth are enabled to enjoy the advantages afforded 
 by these gatherings. 
 
 The first state institute provided for by this law was held at Lansing during 
 the week beginning August 20, 1877, under the direction of Superintendent 
 Tarbell. This institute was designed to be in some respects a model institute 
 to afford thought and method for the county institutes to follow. Though it 
 felt the disadvantages which attend the first attempt at an untried scheme, it 
 was pronounced by all a valuable success. About two hundred persons were in 
 attendance from various parts of the State, comprising very nearly all the lead- 
 ing teachers. The corps of instructors at this institute was composed of Hon. 
 John Hancock, Superintendent of the schools at Dayton, Ohio ; Dr. B. 0. Hewitt, 
 President of the Illinois Normal University ; Prof. Kobert Graham, of the Osh- 
 kosh Normal School, and State Institute Conductor for Wisconsin ; and Prof. 
 Jonathan Piper, of Chicago, who had been for several years engaged in institute 
 work in Iowa. The aim in selecting these men was to secure the best workers 
 in four of the neighboring western states, who should bring, for use in the 
 institutes to be held in Michigan, the ripest thoughts and best methods in this 
 important field of work. These men justified the expectations which their 
 reputations had raised, and were the occasion of improved work in the county 
 institutes which followed. 
 
 The second state institute was held at Lansing during the week commencing 
 
 July 8, 1878. In issuing the call for this institute. Superintendent Tarbell 
 
 said: " It has a double object, — first, for the convenience and instruction of 
 
 teachers in the public schools of the State, who can avail themselves of the 
 
 51 
 
106 EDUCATION IN MICHIGAN. 
 
 advantages of an institute at this season of the year ; and second, to bring 
 together for mutual improvement those who are to do institute work in the 
 State during the summer and fall. It is intended, so far as practicable, to 
 make this institute the model on which the institutes of the coming season 
 shall be formed. Michigan men only will be employed to give instruction, and. 
 so far as feasible, only those who are expected to work in other institutes. 
 Seventeen men, well known in the institute field, are engaged to give instruc- 
 tion, each one of whom will show how institute work upon the particular 
 topics assigned to him should be done." This institute enrolled one hundred 
 and thirty-six of the best teachers of the State, and was especially valuable to 
 the instructors, who thereby had an opportunity of comparing views as to the 
 best methods of presenting the different topics usually considered in county 
 institutes. Each afternoon, after the regular session, the instructors met with 
 the Superintendent of Public Instruction and discussed, in an informal man- 
 ner, the work of the day. Committees were appointed to prepare outlines on 
 each of the different topics considered, and these were printed for use of in- 
 structors in county institutes. 
 
 The third state institute was held at Lansing, July 9, 10, and 11, 1879, 
 under the direction of Superintendent Gower. At this institute a num- 
 ber of the most experienced and successful institute workers of the State pre- 
 sented outlines upon the different topics usually considered at our county insti- 
 tutes. Each instructor was requested to give his reasons for the matter and 
 arrangement of his outline, with suggestions as to the best way of presenting 
 the different points to an institute. In addition to the discussion of each out- 
 line as it was under consideration by the institute, the instructors were requested 
 to note any points wherein their own views differed from those expressed by the 
 gentlemen presenting the various topics. These outlines were then revised by 
 a committee and afterward published in the form of a manual for use at the 
 county institutes during the succeeding two years, and thus a uniform basis of 
 work was established, which has since rendered the instruction of far more 
 value than could have been secured in any other way. 
 
 The value of teachers' institutes can hardly be over-estimated. Year by year 
 they are becoming more valuable as their legitimate work is better understood. 
 They have become a powerful agency in educating teachers who have no better 
 way of obtaining normal instruction, and in educating public sentiment; and 
 thousands of teachers every year go out from these discussions and instructions 
 with clearer views of their respective duties ; with a determination to do better 
 service in tlie future, and with a higher inspiration for their calling. 
 
 The following table has been prepared in order to exhibit the number of 
 institutes held each year since the first act providing for their support was 
 passed, the number enrolled in attendance, and the amount of funds drawn 
 from the State Treasury and the several county treasuries for meeting expenses 
 incurred : 
 
HISTORICAL SKETCHES. 
 
 107 
 
 
 No. of 
 Insti- 
 tutes. 
 
 No. Enrolled 
 
 in 
 Attendance. 
 
 Amount of Funds Disbuesed. 
 
 YEAE. 
 
 State. 
 
 County. 
 
 Total. 
 
 1855 ... 
 
 6 
 9 
 9 
 
 t 
 
 10 
 
 8 
 
 8 
 
 13 
 
 11 
 
 13 
 
 8 
 
 11 
 
 10 
 
 7 
 
 18 
 
 16 
 
 16 
 
 17 
 
 7 
 
 13 
 
 1 
 
 8 
 
 20 
 46 
 57 
 65 
 
 588 
 913 
 
 * 
 
 -t 
 1,242 
 1,251 
 1,041 
 1,850 
 1,500 
 1,209 
 
 902 
 
 * 
 
 * 
 
 1.833 
 
 2,005 
 
 1,432 
 
 1,275 
 
 705 
 
 890 
 
 37 
 
 599 
 
 781 
 
 2,862 
 
 4,144 
 
 4,482 
 
 $1,200 00 
 
 1,800 00 
 1,800 00 
 1,200 00 
 1,590 00 
 1,300 00 
 
 740 00 
 1,385 00 
 1,100 00 
 1,300 00 
 
 900 00 
 1,100 00 
 1,100 00 
 1,400 00 
 1,800 00 
 1,800 00 
 1,500 00 
 1,800 00 
 
 700 00 
 1,300 00 
 
 
 $1,200 00 
 
 1856 
 
 
 1,800 00 
 
 1857 
 
 
 1,800 00 
 
 1858 
 
 
 1,200 00 
 
 1859 
 
 
 1,590 00 
 
 1860 
 
 
 1,300 00 
 
 1861 
 
 
 740 00 
 
 1862 
 
 1,385 00 
 
 1863 
 
 
 1,100 00 
 
 1864 
 
 
 1,300 00 
 
 1865 
 
 
 900 00 
 
 1866 
 
 
 1,100 00 
 
 1867 .. .. .. 
 
 
 1,100 00 
 
 1868 
 
 
 1,400 00 
 
 
 
 1,800 00 
 
 1870 '. 
 
 
 1,800 00 
 
 1871 
 
 
 1,500 00 
 
 1872 
 
 
 1,800 00 
 
 1873 . . . 
 
 
 . 700 00 
 
 1874 
 
 
 1,300 00 
 
 1875 
 
 
 
 1876 
 
 900 OO 
 1,503 73 
 1,545 00 
 1,748 46 
 1,800 00 
 
 
 900 00 
 
 1877 
 
 $441 90 
 3,902 83 
 5,313 03 
 6,667 49 
 
 1,945 63 
 
 1878 
 
 5,447 83 
 
 1879 
 
 7,061 49 
 
 1880 
 
 8,467 49 
 
 
 
 Totals 
 
 407 
 
 31,541 
 
 $34,312 19 
 
 $16,325 25 
 
 $50,637 44 
 
 
 * Not reported, t No institutes held. 
 
 III. PEDAGOGY IN THE STATE UNIVERSITY. 
 
 Agreeably to recommendations of President James B. Angell and the faculty 
 of the literary department of the State University, the Board of Eegents, at a 
 meeting held in June, 1879, established a chair of the science and the art of 
 teaching, and elected William H. Payne, who, for a number of years previously 
 had been the efficient superintendent of schools at Adrian, as professor to fill 
 the same. The purposes of this new branch of university work, as given in 
 the circular of announcement, are as follows : 
 
 1st. To fit university students for the higher positions in the public school ser- 
 vice. It is a natural function of the University, as the head of our system of public 
 Instruction, to supply the demand made upon it for furnishing the larger public 
 schools with superintendents, principals, and assistants in high schools. Tear by 
 year these Important positions are'falling more and more into the hands of men who 
 have received education in the University. Up to the establishment of this pro- 
 fessorship, the training of graduates who were to enter the public school service had 
 been almost purely literary; they had not studied that special body of doctrine which 
 can alone give to teaching the rank and character of a profession, and thereby make 
 it a truly rational art. 
 
 2d. To give a more general diffusion to educational doctrines. The branches of 
 knowledge most fit for university culture, are those which are most comprehensive, 
 and which involve human interests of the highest order. Horace Mann has said: 
 "In its largest sense, there is no subject so comprenensive as that of education. Its 
 circumference reaches around and outside of, and therefore embraces, all other inter- 
 
108 EDUCATION IN MICHIGAN 
 
 ests, human and divine." "No rational idea," says Herbert Spencer, "can be put 
 forward for leaving the art of education out of our curriculum, whether as bearing 
 upon the happiness of parents themselves, or whether as affecting the characters and 
 lives of their children and remote descendants, we must admit that a knowledge of 
 the right methods of juvenile culture, physical, intellectual, and moral, is a knowl- 
 edge second to none in Importance. This topic should occupy the highest and last 
 place in the course of instruction passed through by each man and woman. * * 
 * * The subject which involves all other subjects, and therefore the subject in 
 which the education of every one should culminate, is the theory and practice of 
 education." 
 
 3d. To promote the study of educational science. There are three well marked 
 phases of thought with respect to fitness for teaching: a, the earliest conception, and 
 the one that is the most prominent in the legal requirements for obtaining a license 
 to teach, is that general scholarship constitutes fitness for teaching; 6, a progressive 
 phase of thought, marked by the establishment of normal schools, asserts that gen- 
 eral scholarship supplemented by a knowledge of specific methods, constitutes fit- 
 ness for teaching; c, the conception now gaining ground is that teaching should cease 
 to be an empirical art and should become a rational art; that the teacher should not 
 only be instructed in processes, but should also be taught the body of doctrine that 
 underlies them and assures their validity. In other words, the art of teaching has 
 outgrown its empirical stage, and is now growing into its rational or scientific stage. 
 This phase of thought is indicated by the general movement, especially in the North- 
 west, to make the science of education an established bi-anch of university instruc- 
 tion. As this is one of the latest of the sciences it has not yet been cast into articu- 
 late form. In fact it is now in process of formation. The materials exist in abund- 
 ance, but these await selection and organization. The duty of the university is to 
 discover as well as to teach; and for the present those who occupy chairs of education 
 In our higher institutions of learning must devote a considerable share of their 
 attention to the formation of a body of educational doctrine. 
 
 4th. To teach the history of education. The history of an art enables us to take 
 stock of experiments and experiences, and to determine the direction and rate of 
 progress. Experience has already settled many questions in the practice of educa- 
 tion; and the history of what has been done in this line of thought and action is an 
 Indispensable preparation for giving form to the education of the future. 
 
 5th. To promote the transformation of teaching from an occupation to a profes- 
 sion. The typical professions are attractive to men of genius and culture because 
 they offer to them the hope of a career — a field for the exercise of their highest in- 
 tellectual attainments. But the very basis of professional activity is an articulate 
 body of doctrine, in the application of whose principles to the solution of specific 
 problems lie the inspiration and charm of a professional life. The source of the 
 teacher's strength, and the very condition of his happiness and pi-ogress, is a body of 
 scientific truth by which he may test the validity of his methods. Whether teaching 
 he a handicraft or a liberal art depends on the absence or the presence of the scien- 
 tific spirit. 
 
 In a branch of university work so essentially new, in which but little help 
 could be derived from tradition and precedent, the initiatory work has neces- 
 sarily been tentative and incomplete. Tha policy persistently followed has 
 been to move cautiously and therefore slowly ; to determine the work of the 
 chair in its essential outlines; to give it an organiiiation which will permit it 
 to grow ; and to leave the working out of details to experience, reflection, and 
 leisure. 
 
 At the opening of the session of 1879-80, two courses of instruction were 
 offered, as follows: 1. Practical, embracing school supervision, grading, 
 courses- of study, examinations, the art of instructing and governing, school 
 architecture, school hygiene, school law, etc. 2. Historical, philosophical, and 
 critical, embracing the history of education, the comparison and criticism of 
 the systems in different countries, the outlines of educational science, the 
 science of teaching, a critical discussion of theories and methods. 
 
 During the year 1879-80 seventy-one students have availed themselves of the 
 instruction given in the science and the art of teaching, and many liopes are 
 entertained that this department will be a source of much profit and advantage 
 to the educational system of the State. 
 
HISTORICAL SKETCHES. 109 
 
 IV. MISCELLANEOUS. 
 
 In addition to tiie means provided by the State and state institutions for the 
 professional training of teachers, nearly if not quite all of the denominational 
 colleges have established normal departments of instruction, which are well at- 
 tended and in which much excellent work is accomplished. la several of these 
 institutions able and experienced instructors are employed, who, as specialists, 
 devote their undivided attention to the preparation and training of teachers 
 for the public school service. 
 
 There have also been established training schools for teachers in connec- 
 tion with several of the graded school systems of the State, whose especial 
 work has been to prepare teachers for the common schools of the cities in 
 which they are located. Previous to the establishment of these schools many 
 of the teachers employed in those cities were but just graduated from the high 
 schools, and they entered upon the responsible and delicate duties of teaching 
 with no special training for the work, and with no certainty that they possessed 
 any qualifications for teaching beyond a limited scholarship. Whether they 
 had tact to majiage, or aptness to impart instruction was unknown, and had to 
 be determined after they had been placed in charge of a school. The learn- 
 ing process was often a painful one to teacher and school, and sometimes dis- 
 astrous to both. The training school aims to prevent this double evil by 
 removing its possibility. A four-room building is iisually taken for this 
 purpose, at which pupils in the four lower grades are placed. This school is 
 under a special principal, and each pair of rooms is in charge of a critic- 
 teacher, making three regular teachers for the four rooms. The persons who 
 are preparing to teach recite in certain branches of study with the other high 
 school classes, and receive special instruction in methods of teaching from the 
 superintendent and principal. They also teach at stated times in the four 
 rooms of the training school under the supervision of the principal and critic- 
 teachers, thus securing a practical knowledge of teaching and managing, which 
 theory alone could never impart. 
 
 Besides the provisions heretofore mentioned for the special training of 
 teachers, a large number of the public high schools have for a number of years 
 organized teachers' classes, which are maintained for a limited period each 
 year, and at each of which a considerable number of persons who are prepar- 
 ing to teach attend. Although persons who avail themselves of the privileges 
 afforded in these classes do not have an opportunity to engage in practice 
 teaching to any extent, yet they obtain many excellent ideas of the work from 
 the instruction given, and, by a general review of the subjects they will be 
 called upon to teach in the schools where they may be employed, they are much 
 better prepared for duty than had they not attended such classes. 
 
 In nearly all the graded school systems of the State, teachers' meetings are 
 held at stated periods, at which many subjects pertaining to the duties devolved 
 upon teachers are discussed, and, as a consequence, much benefit is derived 
 therefrom by the teachers employed in those systems. 
 
 In this connection, teachers' associations might be mentioned, since they 
 have ever been an important factor in elevating the professional standard of 
 teaching; but as it has been deemed best to speak of these associations, — and 
 especially of the State Teachers' Association, — in an extended manner else- 
 where in these sketches, further notice of them is omitted hero. 
 
EDUCATION IN CHARITABLE, REFORMATORY, 
 AND PENAL INSTITUTIONS. 
 
 No state would cite, as a recommendation to favor, the fact of being under the 
 necessity of maintaining institutions of a charitable, reformatory, and penal 
 character. But as there is no known civilized state where such necessity does not 
 exist, an outline of the structural formation of the social life of any state which 
 should not recognize such necessity would be incomplete. And the state itself 
 would be incomplete in so far as it failed to make the best possible provision to 
 meet such necessity. Those for whom such institutions are provided may be 
 separated into three classes : the infirm, the criminal, and the indigent and 
 unprotected. In the first class are the lunatic, the idiotic, the blind, and the 
 deaf and dumb ; in the second are all the subjects of criminal or police laws ; 
 and in the third may properly be placed the orphans and the paupers. All of 
 these taken together make what is defined as the dependent class. 
 
 From the fifth biennial report of the State Board of Corrections and Chari- 
 ties, we learn that the number of persons either wholly or in part supported by 
 the State and counties, for the year ending September 30, 1879, was as follows : 
 
 Indigent and unprotected : 
 
 Number in county poor-houses 7,806 
 
 Number of permanent paupers outside county houses 1,950 
 
 Number temporarily relieved outside county houses 34,701 
 
 Number of children in the State Public School at Coldwater 419 
 
 ■ 44,876 
 
 Inflrm : 
 
 Number of deaf-mutes and blind in Institution at Flint 259 
 
 Number of insane in Asylum at Kalamazoo 716 
 
 Number of i nsane in Asylum at Pon tiac 492 
 
 Number of inmates of Harper Hospital at Detroit 28 
 
 1,495 
 
 Criminal: 
 
 Number in Eeform School at Lansing 423 
 
 Number in Detroit House of Correction 1,794 
 
 Number in State House of Correction at Ionia 329 
 
 Number in State Prison at Jackson 1,074 
 
 Number in county jails 7,7b5 
 
 ■ 11,405 
 
 Total number of public dependents 57,776 
 
 There is a deduction to be made from these figures to the extent to which 
 they may have been duplicated by the rehioval of prisoners from jails to other 
 prisons; and also for a portion of the patients at the insane asylums, who are 
 not supported at the public charge. The whole number of these, as nearly as 
 can be ascertained, is about 1,500, thus leaving an aggregate of 56,276 persons 
 
HISTORICAL SKETCHES. Ill 
 
 in whole oi* in part maintained by the State. Of the persons enumerated In 
 the above table, the number of the indigent temporarily relieved outside of the 
 county poor-houses, and the number of persons in county jails may be regarded 
 as constituting a temporary or floating population. Nevertheless, as the same 
 numbers return each year with a gradual increase, they become, in fact, a per- 
 manent body partially charged upon the State. Putting these aside, however, 
 there are remaining no less than 13,790 persons who are under the permanent 
 care of the State. For all this vast body there are no hopes for any restoration 
 to a healthy moral or physical life, except in what is generally known as educa- 
 tion. If the defects of nature are to be supplied, as in the case of the deaf 
 and dumb, or the conscience quickened, as in the case of tlie criminal, it is 
 always by some kind of education, either moral, intellectual, or physical, that 
 the cure or the reform is accomplished. It becomes, then, a question of great 
 importance whether to all or to which of these classes, and in what modes 
 education can be applied. 
 
 In examining the various forms of infirmity, want, or crime, insanity seems 
 to be the only one to which education, as commonly understood, cannot minis- 
 ter. And yet a certain form of education is applied even to lunatics. This is 
 the education of discipline and amusement. In the care extended to this un- 
 fortunate class, Michigan is not behind any of her sister states of the Union. 
 Leaving this class, however, out of view, there are still 12,583 of the deaf and 
 dumb, blind, orphans, criminals and others who are the proper subjects of 
 education. The next question is : How far has the State provided for them, 
 and what measures have been taken for their instruction? 
 
 In conformity to an advanced public sentiment, which within the past few 
 years has manifested itself in the United States and in Europe, the Legislature 
 of Michigan, in 18?1, passed an act " to provide for the appointment of a 
 board of commissioners for the general supervision of penal, pauper, and re- 
 formatory institutions, and defining their duties and powers." The object of 
 the act was the betterment of the condition of these institutions and of their 
 inmates, through a reformed and more systematized management. The law 
 gives to this board of commissioners supervision not only of state institutions, 
 but of local poor-houses, asylums and jails. 
 
 L STATE PUBLIC SCHOOL FOR DEPENDENT CHILDEEN. 
 
 In the year 1870, a commission appointed by the Governor for the purpose 
 visited many of the poor-houses in the State, and found a large number of 
 children in them, under sixteen years of age, indiscriminately associated with 
 idiots, maniacs, prostitutes, and vagrants. Their report recommended the 
 classification of paupers, and especially, that children in the county houses, 
 under sixteen years, should be placed in a state school. The act establishing 
 the School was passed in 1871, in conformity with the recommendation. As 
 amended in 1873, it provides, in substance, that there shall be received as 
 pupils in such school all neglected and dependent children that are over four 
 and under sixteen years of age, and that are in suitable condition of body and 
 mind to receive instruction, especially those maintained in the county poor- 
 houses, those who have been deserted by their parents, or are orphans, or 
 whose parents have been convicted of crime. It is declared to be the object of 
 the act to provide for such children temporary homes only, until homes can be 
 procured for them in families. The plan comprehends the ultimate care of 
 
113 EDUCATION IN MICHIGAN. 
 
 all children of the class described, and it is made unlawful to retain such chil- 
 dren in poor-houses, when there is room for them in the State Public School. 
 Dependent orphans, or half orphans of deceased soldiers and sailors, have the 
 preference of admission should there be more applications than room. Pro- 
 vision is made for preserving a record of the parentage and history of each 
 child. 
 
 The organic law of the School appropriated $30,00U, and the citizens of 
 Coldwater donated the site and $25,000 to secure the location of the institu- 
 tion in that city, where tlio commissioners located it by- reason of such dona- 
 tion and the suitableness of the place. A further appropriation was made in 
 1873, and the buildings were completed and occupied in May, 1874. The pres- 
 ent estimated value of grounds, buildings, apparatus and other property 
 belonging to the School, is S190,&00. 
 
 Tlio buildings are on the congregate and cottage plan combined, there being 
 the main buildings and wings, in which are the superintendent's residence and 
 office, dormitories for the matron, teachers, and other employes, the school- 
 room in the wings, the dining room and kitchen in the rear projection, and the 
 store-rooms, work-rooms, shoe-shop, sewing-room, laundry, engine and boiler 
 room, etc., in the basement, which extends under all the main building and 
 wings. In the rear of the main building, and connected with the same by 
 a covered passage-way, are the nine cottages for about thirty children each, 
 who are in charge of a lady cottage-manager in each, whose duties are similar 
 to those of a mother with a smaller family. The capacity of the school can be 
 increased by the addition of cottages only. The children are taught the com- 
 mon English branches, as in our district schools. So far as their age will per- 
 mit, they are taught how to work — the boys on the farm of forty-one acres, in 
 the garden, in the shoe-shop, and to make their own clothing. The girls 
 assist in making their clothing, do housework, etc. Special effort is made to 
 cultivate in the children industrial habits. Life in this institution, with a 
 good school, moral and religious training, wholesome food, comfortable cloth- 
 ing, kind treatment with good discipline, soon produces excellent effects upon 
 these children. The "poor-house look," so apparent in many when first 
 admitted, with the tendency and almost longing for the old vagrant life with 
 some, soon passes away, and their cheerful, healthy appearance, their pro- 
 ficiency in their work and in their school, make them compare very favorably 
 with the same number of children attending our district schools. Their moral 
 culture has proper attention, as required by law, both in cottages and school- 
 room, and leligious services are held for the children each Sunday in the 
 chapel, conducted by the superintendent, and assisted by ladies and gentlemen 
 from the city, representing various religious denominations. The older boys, 
 often fifty at one time, in charge of some teacher or manager, attend service 
 in some one of the city churches. 
 
 The children entitled to admission are those of sound mind and sound body 
 under sixteen years of age, that are dependent on the public. Until the build- 
 ings have a capacity for all such in the State, the admissions to the School are 
 divided ^ro rata among the counties in proportion to the number in each that 
 that admissible. They are sent here by the superintendents of the poor, on 
 the decision of the judge of probate of the county where they belong. On the 
 ■child's being brought before the judge with the certificate of the superintendents 
 of the poor, that in their opinion the child is dependent, he hears testimony 
 tending to show the child's condition, and if he considers it dependent, the 
 .«hild is sent here with a copy of the decision and an abstract of the evidence ; 
 
HISTORICAL SKETCHES. 
 
 113 
 
 which paper forms the basis of the child's Iiistory, which is kept upon the 
 records of the institution. The law requires the Board of Control to place the 
 children in good family homes as soon as practicable. 
 
 The Board has power to appoint an agent of tlie School, to have charge of 
 this work. There is also an agent in each principal county, appointed by the 
 Governor, charged with the duty of finding good homes, and supervising the 
 children after indenture. All such indentures contain a clause reserving the 
 right in the Board to cancel the same, and re-tako the child when its good re- 
 quires it. No child can be indentured unless the state agent, and the agent of 
 the School (who is now the superintendent) decides the proposed home to be a 
 proper one. The whole career of the child during minority, is carefully 
 watched over, and all of its interests zealously protected by the State as by an 
 own parent. 
 
 The institution is in charge of a Board of Control appointed by the Governor 
 and confirmed by the Senate, each member whereof holds for a term of six 
 years. At tltis date, this Board consists of James Barns, of Detroit, President; 
 C. D. Kandall, of Coldwater, Secretary and Treasurer, and Isaac A. Fancher, 
 of Mount Pleasant. This Board has quite full discretionary power. It estab- 
 lishes the system of government for the School, engages all employ6s, and 
 fixes their salaries, on approval of the Governor. The more direct manage- 
 ment is in the resident superintendent, to whom are delegated large discretion- 
 ary powers, and with whom principally rests the responsibility of success. The 
 present Superintendent is Mr. Lyman P. Alden, a collegian, and successful 
 business gentleman. 
 
 The accommodations of the School are for 300 children. The whole num- 
 ber received-since the opening, in 1874:, is 944. Of these, 525 have been placed 
 in families ; 83 returned, for various reasons, to the counties whence they 
 came; six have been sent to the Eeform School; five have absconded, and 34 
 have died ; leaving 292 in the School September 30, 1880. 
 
 The School has no endowment, and is wholly dependent upon appropriations 
 by the Legislature, and to the credit of the Legislature it may be said that the 
 interests of the School thus far have never sufEered for lack of means. 
 
 The following table will show the amount of moneys received each year from 
 the State Treasury on account of legislative appropriations : 
 
 Year, 
 
 Legislative 
 Appropriatiun. 
 
 Yeak. 
 
 Legislatlre 
 ApprjpriatioD. 
 
 YEAR 
 
 Legislatlre 
 Appropriation. 
 
 1872 
 
 $36 65 
 36,513 43 
 51,450 92 
 
 1875 
 
 1876 
 
 1877 
 
 $52,440 00 
 44,450 00 
 56,025 00 
 
 1878 
 
 1879 
 
 1880 
 
 $43,900 00 
 
 1873 
 
 50,250 00 
 
 1874 
 
 36,700 00 
 
 
 
 Total api 
 
 )roprlatlons 
 
 $371,766 00 
 
 
 
 So far the State Public School has been very successful, and appears to give 
 satisfaction to the people as a very useful agency to save dependent children to 
 a better life, and to decrease pauperism and crime. 
 
 For many generations in this country, and in Europe, governments have 
 treated dependents so that pauperism, crime and consequent taxation have 
 increased with the accumulation of wealth, more rapidly than the increase of 
 population. The higher civilization became developed the more misery and 
 
114 EDUCATION IN MICHIGAN. 
 
 degradation was there in the lower classes. la England the ratio of depend- 
 ents to the population for many years has averaged about one in twenty. In 
 the United States, by the census of 1870, it was one in 332, and in Michigan, 
 by the same census, one in 463. This condition in England has been reached 
 under the old system that provides only for children after they become crimi- 
 nals. In this country, under the old system, with an overcrowded population, 
 we may acquire all of England's burthen of pauperism and crime. It hence 
 becomes a serious question for legislators and social scientists, whether by the 
 Michigan educational preventive system America may not be saved from such 
 dangerous complications as have often occurred in England on account of the 
 lamentable condition of her pauper and criminal classes. 
 
 This scheme of a State Public School for dependent children is believed to 
 have inaugurated a new era in educational and preventive work. It is receiv- 
 ing the careful consideration of scholars in social science, and legislators at 
 home and abroad, who, with us, are hoping it may prove a very useful agency, 
 created by the social necessities of the age to develop and maintain the purity 
 of the race. 
 
 II. MICHIGAN STATE EEFOKM SCHOOL. 
 
 Governor Andrew Parsons, in his valedictory message to the Legislature of 
 1855, said: "I believe it to be the duty of the Legislature to establish a 
 house of correction for juvenile offenders. There are many children of ten- 
 der age, when they are easily tempted and cannot estimate the enormity of 
 crime, who are induced to commit offenses which send them to the county jails 
 or State Prison, among hardened offenders, where they are likely to learn more 
 evil than good. Many of these, if confined in a proper place — trained to 
 habits of industry, and properly taught the error of their way, and their duties, 
 while yet young, would come out prepared to shun temptation, and to make 
 good and useful citizens. It is enjoined upon the parent that he train up his 
 children in the way they should go. If the State assumes to take the charge 
 of children away from their parents, or to take charge of orphan children, it 
 should not treat them as men of understanding and hardened in iniquity, but 
 as a parent, train them up in the way they should go, in the hope and trust 
 that when they become old many of them will not depart from it." 
 
 Governor Kinsley S. Bingham, in his inaugural message to the same Legis- 
 lature, said as follows: "The presence of several boys and youth among the 
 more hardened criminals in the State Prison, induces me to urge upon your 
 attention the propriety of establishing a house of refuge or correction, where 
 a milder course of treatment, more especially adapted to their reformation, 
 can be employed. The State has not discharged its duty to these unfortunate 
 victims of ignorance and temptation, until it has made provision by a proper 
 system of discipline, for their instruction in useful knowledge, morals and 
 piety — taught them some mechanical trade or other proper employment, and 
 prepared them, upon their release from confinement, to become good citizens 
 and useful members of society, as they return to its duties and privileges." In 
 response to the foregoing recommendations of the retiring and in-coming Gov- 
 ernors, the Legislature by an act, approved February 10, 1855, provided for 
 the establishment of a "House of Correction for juvenile offenders," "at or 
 near Lansing in the county of Ingham. Provided, That a suitable piece of 
 land of not less than twenty acrp.s, shall be donated for that purpose." A 
 
HISTORICAL SKETCHES. 115 
 
 plat comprising about thirty acres, situated in the eastern portion of the city, 
 at the terminus of Shiawassee street and fronting westward on Pennsylvania 
 avenue, was donated by the citizens of Lansing, and 195 acres adjoining the 
 same, were subsequently purchased by the State. 
 
 The building was first opened for the reception of inmates September 2, 
 1856, and from that time to the date of the last annual report — September 
 30, 1880, there have been 3,312 commitments, of whom 2,134 were white boys, 
 166 colored boys, four Indian boys, and eight were girls. The Senate commit- 
 tee on House of Correction at the session of the Legislature of 1859, recom- 
 mended that the name of the institution should be changed to "The State 
 Eeform School," urging as a reason therefor, "these lads will go forth in due 
 time, or it is hoped the greater portion of them will, thoroughly reformed in 
 character, and prepared for the responsibilities of life, with far less stigma 
 resting upon them as having been educated at a reform school than at a 
 house of correction." In accordance with this recommendation, the Legisla- 
 ture, -by act approved February 12, 1859, changed the name to the "Michi- 
 gan State Reform School." The management of the institution was originally 
 vested in a board of six commissioners, two being appointed by the Governor 
 and confirmed by the Senate, at each biennial session of the Legislature. By 
 an act approved Eebrnary 10, 1857, the management was committed to a 
 "Board of Control," consisting of three members, the terms of service and 
 manner of appointment being the same as before. By the law of 1855, 
 offenders under the age of fifteen were to be sent to this House of Correction, 
 and those between the ages of fifteen and twenty might be sent, if the court 
 before whom they were convicted deemed them fit subjects for the institution. 
 They were sent for definite terms by the circuit judges, police judges and jus- 
 tices of the peace. The law of 1857 provided that those guilty of prison 
 offenses under the age of sixteen, should be sentenced to the House of Cor- 
 rection till twenty-one years of age. The law provides that the Board of Con- 
 trol may in their judgment place in families, or indenture as apprentices, any 
 boys, who are in their opinion sufficiently reformed ; or may return them to 
 their parents, requiring — should they deem it necessary — security for their 
 future good behavior and care. 
 
 By the act of March 16, 1861, the limits of age for commitment to the insti- 
 tution were established at seven and sixteen, and by the act of March 27, 1867, 
 the limit was confined between the ages of ten and sixteen. 
 
 By act approved April 28, 1877, it was provided that all boys committed to 
 the institution, except for offenses punishable by imprisonment for life, should 
 be sentenced to the Eeform School until they reach the age of eighteen years, 
 or until discharged by law. 
 
 The first Superintendent of the institution was Theodore Poster, who was 
 also one of the first board of commissioners appointed under the act of 1855, 
 He resigned the position July 1, 1860, and was succeeded by Rev. Dan- 
 forth B. Nichols, who held the office for the term of one year, and was suc- 
 ceeded by Cephas B. Robinson, who had previous to his appointment, been the 
 assistant superintendent. 
 
 Mr. Robinson retained the position until his death, which occurred August 
 27, 1866. The institution was then under the care of assistant superintendent 
 James H. Baker, until the appointment, November 16, 1866, of Rev. 0. W. 
 Fay, who soon after resigned, and Rev. Charles Johnson, a former teacher and 
 assistant superintendent, appointed, who continued in office until April 1, 1875, 
 
116 EDUCATION IN MICHIGAN. 
 
 Vfhen he was succeeded by the present incumbent, Frank M. Howe, then 
 assistant superintendent. 
 
 The institution has gradually changed from the nature of a prison, which 
 its former name indicated — with its grates and bars, high fence and locks, to a 
 school with no prison-like surroundings. The play ground, containing some 
 three acres, was formerly enclosed by a very high and unsightly fence ; this has 
 been removed, and a neat picket fence substituted. The gratings have been 
 removed from the windows, and the locks upon the doors are now only used to 
 protect the institution from nocturnal visits of burglars and tramps. 
 
 The principal punishment employed for the refractory, is a system of demerit 
 marks, or deprivation of some enjoyment which the better boys may indulge 
 in; corporal punishment is seldom required, and is resorted to only in extreme 
 cases. The boys show no disposition to abuse the confidence thus reposed in 
 them, and attempts to escape from the institution are exceedingly rare and 
 confined almost entirely to boys who have not been in the institution long 
 enough to derive the benefit intended to be conferred upon them by its sjstem 
 of discipline. 
 
 The center building of the house proper fronts to the west forty-eight feet 
 feet, is fifty-six feet deep and four stories high ; there are wings extending to 
 the north and south, each ninety-five feet long, thirty-three feet deep, and 
 three stories high, with towers at the extremities four stories in height. The 
 north wing extends to the east eighty-three feet, forming an L; is thirty feet 
 wide and three stories high. On the ground floor of the centre building are a 
 dining-room and kitchen for the officers, and a storeroom and laundry; on the 
 second floor are the office, reception room, family dining room and guest 
 chamber; on the third floor are rooms for the officers and employes, and on the 
 fourth floor, the chapel, suitably arranged, and capable of seating three hun- 
 dred persons. On the first floor of the north wing are the dining rooms for 
 the boys; on the second floor the art gallery and rooms for employes, and the 
 upper portion is occupied for dormitories, arranged with separate sleeping 
 apartments for the boys. 
 
 In the basement of the south wing is the bath or wash-room ; on the first 
 floor are the school-rooms and the tailor shop ; on the second floor additional 
 school-rooms and the library, and sleeping apartments on the fourth floor. 
 
 In the basement of the east wing are the laundry, store-room and cellar ; on 
 the first floor, the boys' kitchen, bakery, ironing-room and shoe-shop; the sec- 
 ond floor contains the hospital and bed-rooms, and the upper portion is devoted 
 to sleeping apartments for the boys. 
 
 At short distances north and south of the main building, and fronting to 
 the west, are the two family houses, each forty-two by fifty-two feet, two stories 
 in height with a Mansard roof, and like the main building, built of brick. 
 Each of these houses contain suitable apartments for an overseer and his fam- 
 ily, with accommodations for a large number of boys, who are placed here as 
 a reward for good conduct. 
 
 A third cottage building, more commodious and of finer appearance and pro- 
 portions than the former two was completed in 1879, and is principally devoted 
 to school-rooms and dormitories. 
 
 The shops are located on the northeast portion of the yard, and occupy a 
 substantial brick building, three stories in height, one hundred and forty-six 
 feet long, and fifty-two feet wide, suitably arranged and provided with machia- 
 ery for the employment of the inmates. 
 
HISTORICAL SKETCHES. 117 
 
 The buildings are all heated by steam supplied by boilers connected with the 
 ■workshops. An abundance of excellent water is supplied the institution by 
 means of an artesian well upon the premises; this well has been sunk to the 
 depth of six hundred feet, one hundred of which is piped to exclude the surface 
 ■water. 
 
 The farm, which has been greatly improved of late by the labor of the boys, 
 under the direction of the Superintendent, is all under cultivation and pastur- 
 age, and has for its use a large barn forty-eight by sixty feet, upon a substan- 
 tial stone foundation, with cellar; also with sheds for stock, wagons, and farm 
 implements, horse-barn, piggery, and all the customary out-buildings and con- 
 veniences required or usually found upon a well regulated farm. 
 
 The Board of Control, composed at present of D. B. Hale of Eaton Eapids, 
 Chairman; B. H. Davis of Lansing, Treasurer; and Geo. A. Smith of Somer- 
 set, Clerk, has charge of all matters pertaining to the general welfare of the 
 institution. 
 
 The boys rise at five and one-half o'clock in the morning from April to 
 October, and during the remainder of the year at six, and retire at eight, 
 giving them nine hours and a half for sleep in the summer and ten hours in 
 the winter. Each boy, unless incapacitated by sickness, is required to work 
 five hours each day, attends school five hours and a quarter, and one hour mil- 
 itary drill, and the remainder of the time — from two and three quarters to 
 three and a quarter hours — except while at meals, is devoted to play and rec- 
 reation. 
 
 The term of confinement — if a residence at the school may now be properly 
 so called — depends mainly upon the deportment of the inmates, and conse- 
 quently is of unequal duration. 
 
 By the operation of law, all boys are sent to the institution to remain there 
 until they complete their eighteenth year, but the same law provides that boys 
 who by uniform good conduct give the best evidence of reformation, may be 
 sooner discharged, and that bad and incorrigible boys, upon whom the reform- 
 atory influences have failed to effect an improvement, and whose continuance 
 in the school is deemed prejudicial to its management and discipline, may be 
 returned to the court which issued the commitment, for such disposition as to 
 such court may appear proper. 
 
 While it is believed that a great improvement is wrought in the cases of a 
 large majority of the boys committed to the institution, and that many go forth 
 from it to occupy positions of usefulness and respectability in society, it can- 
 not be denied that in some cases boys who have been sent here, and discharged 
 ill consequence of good conduct, eventually find a place in the House of Cor- 
 rection or State Prison, and to explain why this is so, or to prevent it, would re- 
 quire more than the wisdom or potency of man. Few boys are discharged 
 from the institution who have not been there at least a year, and to secure a 
 discharge in so short a time requires the most exemplary behavior and atten- 
 tion to rules and regulations. No distinction is made on account of differ- 
 ences in birth or color. All are on an equal footing, and good behavior is the 
 only password which will allow an inmate to go free from the door. Where a 
 boy has no home to return to, — or, worse than that, a home presided over by 
 intemperate and criminal parents, he is retained at the institution, even after 
 he has given the most abundant assurance of his reformation, until a suitable 
 home can be found for him where the Board of Control are satisfied his ed- 
 ucation and religions training will not be neglected. 
 
118 EDUCATION IN MICHIGAN. 
 
 The labor of a large number of the inmates is required to supply the wants 
 of the institution; many of the boys are employed upon the farm, others in 
 the tailor and shoe shops, manufacturing clothing and shoes for themselves 
 and companions, others in the laundry and kitchen, and others in such 
 branches of industry as the Board can find a market for. The manufacture 
 of cigars for several years gave employment to a large number of boys, and 
 assisted materially in paying the current expenses of the institution, but the 
 contractors for this class of labor discontinued the same at the close of the 
 year 1875, and the only work for which there is any demand at present is the 
 caning of chairs. The introduction of such labor as will benefit the boys by 
 acquiring a knowledge of its operation, and at the same time relieve the tax- 
 payer to some extent, of the burden of supporting the institution, has been 
 the object of much study and inquiry on the part of the Board of Control of 
 this and kindred institutions, and the problem still remains unsolved. 
 
 The number of inmates at the commencement of the last fiscal year, October 
 1, 1879, was three hundred and seven ; during the year one hundred and 
 seventy-seven were admitted, and one huadred and sixty-eight were discharged, 
 as follows : One hundred and thirty-six were discharged as reformed and re- 
 turned to their homes, fourteen were returned to their parents to reside out of 
 the State, ten were discharged on ticket-of-leave, for six places were found 
 with farmers, and two escaped, leaving three hundred and sixteen in the insti- 
 tution, September 30, 1880. 
 
 The library contains upwards of three thousand volumes of books, carefully 
 selected and suited to the wants and tastes of the boys. The privileges of the 
 library, reading room, and art gallery, — the latter containing a large number 
 of paintings and engravings, the most of which have been generously donated 
 to the institution, besides a collection of house plants and other attractions, are 
 highly prized and appreciated by the boys, and many hours are here pleasantly 
 and profitably employed that otherwise might be devoted to what is not very 
 uncommon with boys of like ages, — planning or perpetrating mischief. 
 
 The farm is well stocked with horses, cattle and swine. The horses are 
 employed upon the farm, and draw to the premises all supplies purchased, 
 besides delivering manufactured work at the railroad depots. The cows sup- 
 ply all the milk required and a considerable revenue is derived from the sale of 
 calves and pigs, while everything required for the sustenance of the stock is 
 produced upon the farm. The benefits derived from the operation of the 
 farm are varied and important. The productions of the soil, being consumed 
 at the institution, save the large expenditure which their purchase would 
 require, while a large number of the inmates are thereby supplied with health- 
 ful and respectable employment, and thereby prepared for a field of usefulness 
 upon their discharge. In this connection it is proper to state that in some 
 cases the boys have acquired such proficiency in the various branches of labor 
 in which they have here been educated, that upon receiving their discharge 
 they have been employed by the institution to carry on the work for which they 
 have shown themselves so well adapted. 
 
 The estimated value of grounds, buildings, and other property belonging to 
 the institution is $264,550. The School has no endowment, but depends upon 
 legislative appropriations for support. The amount of these appropriations, 
 received by the institution each year since its establishment, is shown in the 
 following table : 
 
HISTORICAL SKETCHES. 
 
 119 
 
 Ybak. 
 
 LegiBlative 
 Appropriation. 
 
 Teak. 
 
 Legislative 
 Appropriation. 
 
 Teak. 
 
 Legislative 
 Appropriation. 
 
 1855 
 
 $11,633 89 
 13.862 81 
 18,773 76 
 15.000 00 
 17,000 00 
 27,174 90 
 17,137 52 
 20.181 76 
 16,000 00 
 
 1864 
 
 1865 
 
 1866 
 
 1867 
 
 1868 
 
 1869 
 
 1870 
 
 1871 
 
 1872 
 
 $17,516 46 
 41,206 25 
 22,483 54 
 02,157 62 
 44,787 68 
 56,025 53 
 86.626 95 
 22,000 00 
 51,000 00 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 $18,500 00 
 
 1856 
 
 34.400 00 
 
 1857 
 
 26,000 00 
 
 1858 
 
 28,500 00 
 
 1859 
 
 32,375 00 
 
 1860... 
 
 26,500 00 
 
 1861 
 
 48,187 51 
 
 1862 
 
 36,500 00 
 
 1868 
 
 
 
 
 Total appropriations re 
 
 ceived . - - - - - 
 
 $761,031 18 
 
 
 
 
 
 A thorough investigation of the subject, a visit to the Eeform School, and 
 an examination of its conduct, of the boys in the school, in the work-shop or 
 on the farm, in the chapel and on the play ground, the thorough system of 
 order, regularity and discipline pervading the whole, the physical condition of 
 the boys aud the general appearance of contentment, cannot fail to' impress 
 the visitor with the wisdom of those who projected this great charity, and its 
 successful working in every particular. 
 
 Each successive change in the office of superintendent has been accompanied 
 by some good result ; for each new incumbent, having before him the policy of 
 his predecessor, and viewing both its advantages and its faults, has been able to 
 introduce some new feature in the conduct of the institution which experience 
 has demonstrated to be an improvement. The most important change, of 
 stripping the institution entirely of its prison garb, has been effected by the 
 present Superintendent, and its thorough trial for more than five years past 
 has proved it a triumphant success. 
 
 III. EEFORM SCHOOL FOR GIRLS. 
 
 At the annual meeting of the Michigan Woman's Christian Temperance 
 Union, held in Grand Rapids in 1878, Mrs. Mary T. Lathrop of Jackson pre- 
 sented a paper on "Fallen Women," which by unanimous vote was ordered 
 printed for general circulation. A committee was also appointed to prepare 
 and present a memorial and petition to the Legislature asking an appropriation 
 for a house of refuge for fallen women aud girls. Mrs. Mary T. Lathrop of 
 Jackson, Mrs. I. G. 1). Stewart of Detroit, aud Mrs. E. P. Church of Green- 
 ville were appointed to constitute such committee. In accordance with this 
 action, the committee immediately entered upon the work assigned it by the 
 printing of petitions, and of a circular letter of directions for their use. These 
 were sent to all auxiliary unions and to many not auxiliary, and were circulated 
 with zeal and faithfulness. There was never, probably, a memorial placed 
 before the general public for signatures, received with such warm approval as 
 this. Early in the session of the Legislature of 1879 these memorials began to 
 fall around the members like autumn leaves. A few petitions on this subject 
 came from other sources, asking for different methods, but largely the work 
 for the cause was accomplished by the petitions and the labors of the temper- 
 
120 EDUCATION IN MICHIGAN. 
 
 ance women. As a result of the genuine interest that had been awakened sev- 
 eral bills were presented by members of the Legislature in both the Senate and 
 the House. Among these was one drawn up by the committee of ladies, and 
 this one became the centre of legislative discussion and action. After consid- 
 erable delay and much opposition from some who had rival bills in charge, the 
 bill, as prepared by the ladies' committee, with some modifications, was passed 
 by the House, and eventually by the Senate, May 22, and approved by the Gov- 
 ernor May 31, 1879. thus becoming a law, and giving to Michigan a State Ke- 
 form School for Girls. 
 
 This act provides that the sum of $30,000 be appropriated from the general 
 fund, for purchasing and preparing the grounds, and the erection of suitable 
 buildings therefor, and to pay the current expenses of the said Reform School. 
 It also provides that "the general supervision and government of said Eeform 
 School shall be vested in a board of control to consist of four women and two 
 men who shall be appointed by the Governor, by and with the advice and con- 
 sent of the Senate." 
 
 January 3, 1880, the following persons were named by the Governor to con- 
 stitute the Board of Control of the Reform School for Girls : Mrs. James P. 
 Joy, of Detroit; Mrs. Samuel L. Fuller, of Grand Rapids; Mrs. C. B. Stebbins, 
 of Lansing ; Miss Emma A. Hall, of Flint; Hon. Charles T. Gorham, of Mar- 
 shall, and Hon. William H. Waldby, of Adrian. Mrs. Joy declined to act, 
 and the remainder constituted the Board until JJecember, 1880, when Messrs. 
 Gorham and Waldby resigned and Messrs. Charles E. Miller, of Adrian, and 
 James McMillan, of Detroit, were appointed to fill the vacancies. 
 
 January 27, 1880, the Board of Control, upon call of Governor Oroswell, 
 met in the executive office at Lansing, and organized by electing Mrs. Samuel 
 L. Fuller, President; Hon. W. H. Waldby, Treasurer; and Miss Emma A. Hall, 
 Clerk. Measures were at once taken to secure a site for the School, and in 
 April it was located in Adrian, whose citizens donated forty acres of farming 
 land lying about one-half mile north of the city limits, and upon which was a 
 farm house, two barns, and other out-buildings. In addition to this the citi- 
 zens gave $3,000, to be expended in ornamenting the grounds, under the 
 direction of the Board. Before proceeding farther, the Board visited a number 
 of similar institutions, that they might, for their information and benefit, 
 acquire an insight into the principles and practical working of such schools. 
 The Board advertised for plans, also for proposals for the erection of the build- 
 ings. With alterations and curtailments, they accepted the plans ofEered by 
 Mr. Mortimer L. Smith, of Detroit, and contracted with Mr. James Donough, 
 of Adrian, to erect two cottages for the sum of $25,500, the buildings to be 
 completed the first day of July, 1881. 
 
 In their first annual report, the Board of Control suggested " that the sum 
 of $71,000 seems absolutely required to cover the expenses that must be incurred 
 the ensuing two years;" also, "in order to grade the girls properly, and to 
 provide for the number that will undoubtedly be sent to the School, as well as 
 to afford proper school rooms and a chapel, the Board most respectfully ask 
 the following appropriations : Building two additional cottages, with plumb- 
 ing, heating, furniture, grading, fences, sewerage, and current expenses for one 
 year, $50,0(10; one chapel and school building, with bell, furniture, heating, 
 books, etc., $10,000, making a total of $131,000." 
 
 The State Eeform School for Girls when completed will consist of a series 
 of beautiful cottages, four in number, built of brick and trimmed with sand- 
 
HISTORICAL SKETCHES. 121 
 
 stone. They are to be of the same size and design. Each building will 
 accommodate thirty girls, and will be under the management of ladies of 
 known reputation in the treatment of wayward girls. 
 
 All inmates of the institution will have an opportunity to become educated 
 and accomplished in all the arts of housekeeping. A portion of each day will 
 be set apart for study, sewing, laundry, baking and such other work as will fit 
 the girls for useful lives as wives, mothers and housekeepers. 
 
 The place selected for the buildings, one mile northwest of the city of 
 Adrian commands a fine view of the city. The grounds will be beautifully 
 laid out and cultivated by the inmates; the care of flowers and ornamental 
 trees will constitute -the outdoor work. A beautiful park of several acres of 
 forest a few rods to the west will be fitted up to be used by the girls in com- 
 mon as a reward for good behavior. When this institution is completed, it will 
 be one of the finest in tlie United States, and Michigan one of the first of the 
 states to put in operation a systematic course of treatment to save the young 
 girls of our land from lives of shame, crime and misery. Girls without mothers 
 will here find substitutes in the watchful care of kind Christian women. Vicious 
 girls will be dealt with kindly but rigorously. Far better will it be to see our girls 
 here surrounded by congenial, happy influences until able to resist the temp- 
 tations they are subject to in oar cities and towns than left to float out on an 
 open sea of social vice. 
 
 IV.— INSTITUTION FOR THE DEAF AND DUMB. 
 
 The Constitution of the State of Michigan, adopted in 1850, provides that 
 "Institutions for the benefit of those inhabitants who are deaf, dumb, blind, 
 or insane, shall always be fostered and sustained." Previous, however, to this 
 provision of the Constitution, and as early as April, 1848, the Legislature passed 
 a law for the purpose of establishing the Asylum for the education of the Deaf 
 and Dumb and the Blind, and the Asylum for the Insane. Both institutions, by 
 that act, being put under the control of one Board of Trustees. This Board 
 consisted of Elon Parnsworth of Wayne county, Charles E. Stuart of Kalama- 
 zoo county, Charles H, Taylor of Kent county, John P. Cook of Hillsdale 
 county, and Charles 0. Hascall of Genesee county. The first recommendation 
 to the Legislature by this Board for establishing a school for the deaf and dumb 
 and the blind, upon the combined plan, as finally adopted, of teaching all of 
 them in the same institution, was made in January, 1851. And after the 
 farther maturing of their plans, the Board in January, 1854, appointed Ect. 
 B. M. Fay as Principal, and his wife as assistant and matron. The institution 
 was opened in February thereafter in a small building in the village, now city, 
 of Flint, and received during the same month seven deaf-mutes and one blind 
 girl. 
 
 Mr. Fay remained as Principal until September, 1864, when, on account of 
 the ill-health of his wife, he resigned, and was succeeded by Egbert L. Bangs 
 of New York. In May, 1876, Prof. Bangs, after a service of twelve years, cov- 
 ering the most eventful and successful period of the history of the institution, 
 tendered his resignation. The same was accepted, and J. Willis Parker, who 
 had been a teacher in the institution, was elected Principal ad interim, until the 
 Trustees should be able to secure the services of some one whom they might 
 deem it wise to elect as permanent Principal. At the close of the school year, 
 in 1877, Mr. Parker, having performed the duties pertaining to the principal- 
 53 
 
122 EDUCATION IN MICHIGAN. 
 
 ship to the entire satisfaction of the Trustees, was elected Principal. In this 
 position he continued until the summer of 1ST9, when 'he resigned to accept 
 the principalship of the Kansas Institution for the Deaf and Dumb, and the 
 Trustees employed as his successor, Thomas Maclntire, the present incumbent, 
 who had been for twenty-six years the successful Principal of the Indiana Insti- 
 tution for the Deaf and Dumb. 
 
 As already noted, this institution and the asylum for the insane were orig- 
 inally placed under the control of one board, composed of five trustees. In 
 1857 the Legislature passed an act placing this institution under a separate 
 board, consisting of three trustees, and from this regulation there has been no 
 change since. The present Board of Trustees is composed of Charles G. John- 
 son of Monroe, President; James M. Neasmith of Vicksburg, Secretary; and 
 James C. Wilson of Flint, Treasurer. 
 
 Previous to the year 1880 this institution was a school in common for deaf- 
 mutes and the blind, rather from motives of economy than from any relation 
 which the two classes, or the methods for their care and instruction bear to 
 each other. The Legislature of 1879, however, passed an act providing for a 
 separate school for the blind, and that class has within the past year been 
 removed from the Institution at Flint. 
 
 The actual work of constructing buildings for the Institution was begun in 
 1853. The principal buildings of the Institution at the present time consist of 
 the following : Front building 4J5 by 72 feet, with east and west wings, each 28 
 by 60 feet; central building 40 by 60, and east and west wings, each 50 by 70 
 feet; main school building 52 by 54, with two wings, each 25 by 60 feet. All 
 of these buildings are four stories in height, except the center of the front 
 building, which is five stories, including basement. The other buildings are : 
 Boiler and engine-house, wash-house, dry-house, ironing-house, cabinet-shop, 
 barn, pump-house, well-house, and other necessary outhouses. The estimated 
 value of the property of the Institution, real and personal, amounts to over 
 $440,000. 
 
 The industrial pursuits of the pupils are necessarily limited to few avocations, 
 the principal of which are cabinet-making, shoe-making and willow work, and, 
 not least, printing. For the latter purpose a fairly well appointed printing 
 office is maintained, and a small weekly paper issued, which is widely exchanged 
 with papers of similar kind from other institutions throughout the country, 
 and also to a considerable extent with the general newspaper press in Michi- 
 gan. This is a source of great interest to the pupils, and many of them, both 
 boys and girls, learn to be good printers, and find employment as such when 
 they go out from the Institution. 
 
 Tuition and board are free to all i-esidents of the State, and,the Trustees are 
 authorized to assist indigent persons, in the way of clothing, etc., to the 
 amount of forty dollars each per annum, which is charged back to the county 
 to which the pupil belongs. Persons from without the State may be admitted 
 upon payment of such amount as will cover their care and keeping. The 
 county poor authorities are required to place all deaf and dumb persons under 
 their charge, who are between the ages of ten and twenty years, and of sound 
 mind, in the Institution. Official steps are taken each year for ascertaining 
 the residence of deaf-mutes, and notifying their friends of their right to the 
 benefit of the Institution. The attendance of any one person is limited to 
 eight years. 
 
 The number of deaf-mute pupils that have been in attendance at the close 
 of school for several years past is shown in the following table : 
 
HISTORICAL SKETCHES. 
 
 123 
 
 TBAK. 
 
 Number of 
 PiipilB. 
 
 Yeak. 
 
 Number of 
 Pup Is. 
 
 Teak. 
 
 Number of 
 Pupils. 
 
 Tear. 
 
 Number of 
 Pupils. 
 
 1865 
 
 1866 
 
 1867 
 
 1868 
 
 :94 
 
 109 
 116 
 119 
 
 1869 
 
 1870..... 
 
 1871 
 
 1872 
 
 135 
 
 133 
 148 
 159 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 153 
 183 
 
 196 
 212 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 220 
 236 
 255 
 243 
 
 The Institution for the Deaf and Dumb has no endowment or invested funds, 
 consequently it relies for its maintenance upon appropriations made by the 
 Legislature. The following table exhibits the amount of such appropriations 
 received by the Institution each year since its establishment : 
 
 Tbah. 
 
 Legislative 
 Appropriations, 
 
 Yeae. 
 
 Legislative 
 Appropriations. 
 
 Year. 
 
 Legislative 
 Appropriations. 
 
 1850 
 
 $181 51 
 
 105 73 
 
 29 87 
 
 662 49 
 
 9,573 99 
 
 £7,654 21 
 
 19,688 75 
 
 32.999 41 
 
 37,600 00 
 
 22.000 00 
 
 30,000 00 
 
 1861..; 
 
 1862 
 
 1863 
 
 1864 
 
 1865 
 
 1866 
 
 1867 
 
 1868 
 
 1869 
 
 1870 
 
 1871 
 
 $17,000 00 
 33,000 00 
 23,500 00 
 35,000 00 
 36,000 00 
 17,000 00 
 44,500 00 
 77,500 00 
 81,500 00 
 08,500 00 
 50,000 00 
 
 1872 
 
 1873 
 
 1874 
 
 1875 
 
 1876 
 
 1877 
 
 1878 
 
 1879 
 
 1880 
 
 $45,000 00 
 40,063 00 
 54,139 02 
 45,022 83 
 47,476 50 
 46,170 90 
 42,585 62 
 43,398 49 
 46180 90 
 
 1851 
 
 lf'52 
 
 1853 
 
 1854 
 
 1855... 
 
 1856 .. 
 
 1857 
 
 1858 
 
 1859 
 
 
 1860 
 
 
 
 
 
 
 Total aDDroDriations 
 
 received 
 
 $1,063,933 23 
 
 
 
 
 V. MICHIGAN SCHOOL FOE THE BLIND. 
 
 As already noted in the preceding chapter no separate school for the blind 
 was opened previous to 1880, but such unfortunates were provided for in the 
 Institution for the Deaf and Dumb at Flint. In 1879 the Legislature passed an 
 act making special provisions for a separate School, and authorizing the Gov- 
 ernor to appoint three commissioners to act with himself for the purpose of 
 selecting a suitable site and erecting thereon buildings for such School, and 
 putting the same in operation. The sum of $30,000 was appropriated. The 
 commissioners also had power to rent suitable buildngs or rooms to be occupied 
 for the purposes of the School until the buildings provided for in the act should 
 be completed and ready for the reception of pupils. 
 
 This act was approved May 31, 1879, and the commissioners appointed under 
 date of September 19, 1879, in compliance therewith were John J. Bagley of 
 Detroit, Townsend North of Vassar, and Tom S. Applegate of Adrian. Oc- 
 tober 16, 1879, the Commissioners held their first meeting at the _ Institution 
 for the Deaf and Dumb, and the Blind at Flint, and organized ' as follows : 
 President, Townsend North ; Secretary, Tom S. Applegate; Treasurer, John J. 
 Bagley. December 11, in consequence of the pressure of private business, 
 John J. Bagley resigned' from the Commission and on the 17th the Governor 
 appointed Eowlaud E. Trowbridge of Birmingham, Oakland county, to take 
 
124 EDUCATION IN MICHIGAN. 
 
 the place on the Commission made vacant by such resignation. Mr. Trow- 
 bridge was also elected Treasurer by the Board in the place of Mr. Bagley. 
 
 No permanent location has, as yet, been fixed upon by the Board, and pend- 
 ing its decision as to such location and the erection of buildings, the Board has 
 leased the former Odd Fellows' Institute at Lansing, and the October term of 
 the School for the year 18a0-l has been commenced under the principalship of 
 Prof. James P. McElroy, formerly of the Indiana State Institute for tlie Blind 
 at Indianapolis. The School opened with thirty-three pupils, and, December 
 1, the number had increased to fifty-two, mostof whom had previously been at 
 the Institution at Flint. The Commissioners estimate from the applications on 
 file, and the number of blind children in the State known to be entitled to the 
 privileges of the School, that the number during the j'ear will reach seventy- 
 five, with the prospect of more in the year following! 
 
 VI. MISCELLANEOUS. 
 
 The State Pmsok. 
 
 First and principal among the penal institutions of Michigan is the State 
 Prison, at Jackson, established there in 1839, during which year there were 
 35 convictions. During 1879, there were 270, the highest number being 408, 
 in 1877. The sentences to this prison have diminished since that year in con- 
 sequence of the opening of the Eeformatory at Ionia, to which many of the 
 younger class of convicts have been sent. The number of convicts remaining 
 in prison, December 11, 1880, was 779. The average for the year ending Sep- 
 tember 30, 1880, was 813. The principal employments are the manufacture 
 of wagons, agricultural implements, including polished steel forks, shovels, 
 spades, rakes, etc., with their handles, boots, shoes, brooms, etc. 
 
 A department of education is established in the State Prison under the 
 charge and supervision of Eugene M. Gardner, who has in his custody all prison 
 property supplied for use therein; proposes all rules for the regulation of the 
 internal concerns thereof, which rules, when approved by the Warden, govern 
 all persons and in all matters within the scope of this department. The prin- 
 cipal work of this department is the education of the convicts who may be, for 
 the time being, inmates of the Institution, and the Superintendent is assisted 
 in such work by the other officers of the Institution as they may be detailed 
 for such purpose. Officers detailed as assistant teachers are required to use 
 their best efforts for the advancement of the school. As an aid in this direc- 
 tion a teachers' class is organized by the Superintendent, the sessions of which 
 are held at such times and places as he designates, and at each session of which 
 all officers assigned as teachers habitually attend. 
 
 The course of education established for the prison-school covers three years 
 of study, and embraces reading, spelling, writing, arithmetic, grammar, geog- 
 raphy, United States history, civil government, physiology and hygiene, book- 
 keeping, natural philosophy, and mental and moral philosophy. 
 
 There is a session of the school held each week-day evening, continuing 
 three hours, during the months of October, November, December, January 
 and February, and during the other months a less number of hours, as from 
 time to time is determined. 
 
 State House of Coeeection and Refoematoet. 
 Governor John J. Bagley, in a special message to the Legislature in Febru- 
 
HISTORICAL SKETCHES. 125 
 
 ary, 1873, devoted exclusively to the subject of the penal institutions of the 
 State, had this to'say: 
 
 The Reform School receives all boys convicted of any crime, between the ages of 
 ten and sixteen. The Detroit House of Correction Is, virtually, an intermediate 
 prison, receiving all women and a large proportion of the young meu convicted of 
 crime. The State Prison is the custodian of all other convicted persons, excepting 
 tliose who, for slight offenses, are committed to the county jail. It would seem as 
 though with these three institutions we should be able to classify and grade the 
 inmates, separating old from young, new beginners from old offenders, the ignorant 
 from the vicious criminal, and thus prevent the demoralization tliat prison life 
 spreads like a pall over all who suffer for crime. 
 
 But with these opportunities we are doing little better than we did years ago. In 
 the Keform Scliool we find the lad often the associate of the young man of sixteen, 
 a quick scholar to learn vice from the ready reprobate who teaches it. 
 
 In the State Prison the young rtlen of sixteen to twenty are the associates of old 
 offenders and hardened criminals. According to the repo;-ts of the prison, nine-tenths 
 of the convicts received each year are sent for their first offense; but once within its 
 walls, whether young or old, whether convicted for a slight or a serious offense, whether 
 the victim of intemperance, or of inherited bad influences, or vicious from choice, all 
 are put upon a level treatment and condition. We would not treat our cattle on our 
 farms in this manner. Our duty to these unfortunates and to ourselves compels us, 
 at the earliest possible moment, to correct this. With the rapid growth of the State 
 it will soon become necessary that either some city in the western portion of the 
 State should do as Detroit has done, — build a House of Correction and make suitable 
 arrangements with the State for the use of a portion of it, or that the State build an 
 intermediate prison or house of correction. Were all the jails emptied of those who 
 are under sentence in them (as they ought to be), it would be a necessity that this be 
 done at once and without delay. 
 
 The wise suggestion of the Governor was promptly acted upon, and the re- 
 sult was the passage of a law providing for the establishment of a State House 
 of Correction; and in conformity with the provisions of that law, a commis- 
 sion was appointed, which after visiting a number of cities, finally decided to 
 locate the institution at Ionia, — the citizens having donated the land. Build- 
 ings were soon afterward erected, and the institution was opened for the recep- 
 tion of offenders, August 1, 1877. 
 
 The laws governing the institution provide for the appointment of a teacher 
 and the maintenance of a school. Under this provision, DeWitt Chipman was 
 appointed teacher, and entered upon the discharge of his duties, October 23, 
 1879. The work connected with this department is divided into two portions : a 
 day school and a night school. The day school is held every afternoon, except 
 on Saturdays, and is attended by all inmates not employed on contract work, 
 or engaged on prison duties which require a full day's attention. The night 
 school is attended by all inmates. Reading, writing, spelling, arithmetic, and 
 oral drill in history and geography, make up the exercises. As to the progress 
 made since the school was opened, tlie teacher, in his report for the fiscal year 
 ending September 30, 1880, says: "It would be difficult to report the actual 
 progress made by inmates in their studies, but I can say that there are many 
 who came here totally ignorant of reading or writing who are now competent 
 to read ordinary newspaper print, write their own names and cypher in simple 
 numbers." 
 
 Detroit House of Cobrectiou'. 
 
 This is not a state prison, nor state institution of any kind. The State has 
 no direct interest in it, and only such general control of it as it has of county 
 jails or municipal prisons of any kind. Yet the Detroit House of Correction 
 is a penal institution of first-class magnitude, has a widely extended reputation 
 for enlightened, successful management, and though excluding contract labor. 
 
126 EDUCATION IN MICHIGAN. 
 
 pays its way and earns a surplus each year. It usually contains nearly as 
 many convicts as the State Prison at Jackson, and receives and discharges an- 
 nually many more (owing to shorter sentences) than are received and dis- 
 charged at Jackson. 
 
 The House of Correction was built and is governed by the city of Detroit, 
 and the law of its organization was enacted by the State Legislature, and ap- 
 proved Idarch 15, 1861. 
 
 This institution is among the very foremost of its kind in the country in the 
 educational advantages afforded its inmates. The school is under the princi- 
 palship of Dr. 0. 0. Yemans, the prison physician, and is conducted each even- 
 ing except Saturday and Sunday, from 6 to 7^ o'clock. The women's depart- 
 ment is under the direction of the matrons of the " Home;" while the men's 
 department is conducted _by the Principal, assisted by the officers, so far as 
 discipline is concerned ; but all instruction is given by the Principal and teach- 
 ers selected from among the prisoners. 
 
 Private Charities. 
 
 Not least among the institutions that have been established in the State for 
 the benefit of the dependent classes, are many private ones. Most of these are 
 conducted by pains-taking and self-sacrificing women; in many cases connected 
 with particular church guilds, and iu many others without denominational 
 character, but in nearly or quite all cases extending their aid and ministrations 
 with broadest catholic philanthrophy, destitution alone being a sufficient 
 reason for affording help. It woulJ be a pleasure to note each of these sepa- 
 rately, but not having the proper data at hand to give them a fair degree of 
 attention, we can only refer to them in this general manner, leaving further 
 mention to some future historian. 
 
IRA JIAyHEW. 
 
STATE SUPERVISION. 
 
 I. LEGISLATION. 
 
 As early as 1833 the people of Michigan recognized the importance of hav- 
 ing a special officer to supervise educational interests, and accordingly an act 
 was passed by the Territorial Legislature in that year creating the office of 
 " Superintendent of Common Schools." This officer was to be appointed by 
 the Governor, and he was given authority to take supervision of the school 
 lands and all fractional sections for the use of schools, where trustees or com- 
 missioners had not been chosen. The directors of districts were to report to 
 the Superintendent the whole number of pupils taught in the district for three 
 months, and any additional time, together with the amount of moneys received 
 from the commissioners. It was made the duty of the Superintendent to 
 report annually to the Legislative Council the number of pupils taught, the 
 condition of the school lands, suits or actions brought, and moneys arising 
 from this and other sources, and whatever else might to him appear necessary, 
 concerning the lands and the condition of the schools. That this office was 
 ever filled is now a matter of doubt, as we have been unable to find any record 
 of appointment, or other document that would give light on the subject. 
 
 During the year 1835 the people of the Territory adopted a Constitution and 
 formed a State government. At the Convention which framed this Constitution, 
 the suject of education received careful consideration. A committee, of which 
 Isaac E. Crary was chairman, was appointed to draft an article on public instruc- 
 tion. The committee reported on the second day of June, 1835. In the 
 article reported provision was made for a Secretary of Public Instruction. 
 When the article came up in Convention Judge Woodbridge remarked that he 
 had read it, and although it was new and not to be foutid in any other constitu- 
 tion, yet ho was inclined to give it his support, provided the word "Secretary," 
 should be stricken out and the word "Superintendent" inserted. The change 
 was accordingly made. The idea of the framers of the Constitution was to 
 embrace the whole, and in one sense, a wider and different field of supervision 
 than was embraced in the first law established under it — a wider, in all that 
 pertains to the high and peculiar signification of public instruction ; and differ- 
 ent, in the absence of any connection of the Superintendent with the disposi- 
 tion of the lands, or management of the funds granted for the support of 
 education. The Prussian principle upon which the constitutional provisions of 
 Michigan were based, asserted the fact " that every state needs a separate 
 officer of public instruction, and that there should be nothing to divert his 
 attention from the general supervision of education " Under that system this 
 officer devotes his whole time to schools and the subject of education. The 
 creation of such an officer was intended in the adoption of our own Constitu- 
 
128 EDUCATION IN MICHIGAN. 
 
 tion. Its fi'amers looked to this officer for a general supervision not only of 
 primary schools, but of the University, of colleges, academies, high schools and 
 all schools, established or to be established throughout the State. True, the 
 government of these institutions was to be confided to the management and 
 control of local officers, adapted to the character and wants of each — but 
 over all, as representing the guardian watchfulness and interest of the State, 
 was intended to be the general officer of public instruction, accumulating all 
 the material of this congregated effort, and laying it in embodied form before 
 the tribunal of the people and their legislatures; devising and maturing plans 
 for improvement; requiring full information in every particular relating to the 
 annual condition and progress of all these institutions; preparing suitable 
 forms of procedure for the expeditious and correct transaction of business; 
 suggesting the needs of the system, and perfecting its details where it was 
 found to be wanting; giving his support to the labors of officers entrusted with 
 the care of schools; impressing the importance of education by public lectures, 
 and personal visitations in the various counties and districts; infusing life and 
 zeal, and spreading informatiori among all; showing the rewards of labor; and 
 by the energy of his exertions, in common with others, and from advantage of 
 position in acquiring knowledge, ensuring progression in all that relates to 
 educational, intellectual and moral achievement. 
 
 la 1836 the first State Legislature met, and during the session an act was 
 passed which provided, among other tilings, for the appointment of a Superin- 
 tendent of Public Instruction. On the same day on which this act was passed, 
 July 26, 1836, Eev. John D. Pierce was nominated for the office, and unani- 
 mously confirmed by both houses of tiie Legislature. To this gentleman was 
 confided, by tlie act just referred to, the responsible duty of preparing a system 
 for the common scliools, and a plan for a university and its branches. 
 
 In 1837 Superintendent Pierce presented his first report, in whicli he made 
 .recommendations, among others, for a law defining the duties of the Superin- 
 tendent of Public Instruction. These proposed duties were as follows: 
 
 1. To submit to the Legislature an annual report, exhibiting the condition of the 
 runiversity and primary school funds; also of the primary schools and of the Uni- 
 Tersity and its branches, and all such matters relating to his office and the public 
 .schools as he raiglit think proper to communicate. 
 
 2. To prepare suitable forms for making all reports which might be required of the 
 'district, townsliip, academic and university boards, and suitable regulations for con- 
 •ducting all proceedings under the law relating to public instruction, and to transmit 
 the same with such instructions as he migtit deem proper for tlie organization and 
 ;government of the public school?, with such directions as to the course of studies as 
 he might judge advisable, to the several officers inti-nsted with their management 
 .and care. 
 
 3. To appoint the prescribed number of trustees and visitors in the the different 
 academic bo:i.rds. and the annual board of visitors to the University. 
 
 4. To take charge of all university and school lands and all other property reserved 
 to the State for the purposes of education, and dispose of the same according to law. 
 
 5. To Invest all moneys arising from sale of such lands and property as directed 
 by law. 
 
 6. To apportion the income of the university fund among its branches and the 
 parent institution, and also the income of the primary school fund among the several 
 townships and cities of the State, on such principles as might be sanctioned by the 
 Legislature. 
 
 7. To prepare annually a table of the amount to be paid to the University and 
 each of its branches; also the amount in the aggregate to be paid to the different 
 counties of the State from the income of the university and primary school funds 
 .respectively, and present the same to the State Treasurer. 
 
 8. 'J'o notify the treasurers of the several counties of the amounts to be disbursed. 
 
 9. To hear and decide all questions arising under the public school system. 
 
HISTORICAL SKETCHES. 129 
 
 This report was laid before the Legislature, January 5, 1837. February 18, 
 the committee on education submitted a report concurring in the views pre- 
 sented by Mr. Pierce, and an act was subsequently passed, which gave to the 
 Superintendent of Public Instruction the powers specified in Mr. Pierce's plan, 
 with the exception of that which related to the decision of questions arising 
 under the school laws. 
 
 These duties remained materially unchanged until 1844, when the State 
 LandOfiBce was established, and the control of school and university lands was 
 transferred to that office. In 184G the laws were revised and codified, and the 
 prescribed duties of the Superintendent. of Public Instruction consisted chiefly 
 of the following : To submit annual reports to the Legislature; to cause the 
 school laws, with forms for proceedings, to be published ; to recommend school 
 and library books; and to make application and apportionment of the income 
 of the university and primary school funds. 
 
 In 1851 the law of 1846 was repealed, and an act passed which gave to the 
 Superintendent of Public Instruction general supervision of education in the 
 State, and prescribed his duties to consist chiefly of the following: To make 
 annual reports to the Legislature of all such matters relating to the subject of 
 education and the duties of his office as he might deem expedient to communi- 
 cate; to publish the school laws, with forms for conducting proceedings under 
 fiuch laws ; to recommend books for schools and libraries ; and to apportion 
 the income of the primary school fund. In 1855 the law providing for the 
 maintenance of teachers' institutes was passed, and this added to the duties in- 
 cumbent upon the Superintendent. 
 
 Previous to the adoption of the Constitution of 1850, the Superintendent of 
 Public Instruction was appointed by the Governor and confirmed by the Legis- 
 lature. Under the new Constitution the office became an elective one, the 
 term for which each Superintendent is elected being two years. In case of a 
 vacancy occurring in the office, the Governor appoints, by and with the con- 
 sent of the Senate, if in session. 
 
 II. SUPERINTENDENTS. 
 
 To the men who have successively held the office of Superintendent of Pub- 
 lic Instruction in Michigan is due much of the credit for the excellence of the 
 educational system of the State. While one may not have accomplished so 
 much as another in bringing about reforms, or in perfecting the system, yet 
 each has done a part. Any review of the history of education in Michigan, 
 therefore, would be incomplete without special allusion to each of these men, 
 and for that reason the following sketches are appended : 
 
 Eev. John Davis Pierce. 
 
 'l"he first Superintendent of Public Instruction appointed in the United 
 States was Eev. John Davis Pierce, now familiarly and reverently called 
 *' Father" Pierce, by the teachers of Michigan. He was born in Chesterfield, 
 New Hampshire, February 18, 1797. His father's name was Gad Pierce, and 
 his mother's maiden name was Sarah Davis. From the age of two years to 
 twenty, he lived with a paternal uncle in Worcester, Massachusetts, receiving 
 eight weeks of schooling each year after he was old enough to attend school. 
 "When he was twenty his uncle gave him his time. He then obtained employ- 
 ment as a farm laborer until he had saved one hundred dollars. With this 
 
130 EDUCATION IN MICHIGAN. 
 
 sum, and a like amount given him by his grandfather Pierce, he started out to 
 get an education. He walked fourteen miles December 14, 1817, buying a 
 Latin grammar on his way ; and on the evening of that day took his first lesson 
 in Latin under Kev. Enoch Pond, with whom he made his preparation for col- 
 lege. The following September he entered Brown University; and though 
 obliged to teach three months each year to maintain himself, by close applica- 
 tion he was enabled to graduate in 1833, in the first eight of a class of thirty- 
 six. Mr. Pierce then served one year yery successfully as principalof Wrentham 
 Academy, in Massachusetts. In the fall of 1823 he entered Princeton Theo- 
 logical Seminary and studied one year.. He was then licensed by the Congre- 
 gational Association, and on January 1, 1825, was settled aS pastor of a 
 church in Oneida county, New York. Here he remained laboring acceptably 
 until 1829. The next year Mr. Pierce acted as principal of an academy in 
 Goshen, Connecticut. In the spring of 1831 ho received a commission from 
 the Home Missionary Society, to settle as missionary in Michigan or in Illinois, 
 as he might choose. Accordingly, in July of that year, he came to Marshall, 
 Michigan, and in the following autumn brought on his family. He continued 
 to labor as a missionary until the 26th of July, 1836, when, at the organiza- 
 tion of the State government, he was appointed Superintendent of Public 
 Instruction. The first work that devolved upon Mr. Pierce in this new 
 office was to draw up a plan for the organization of the school system of 
 the State, and for the disposal of school and university lands. For this 
 purpose he went east, and consulted with Governor Marcy of New York, 
 Edward Everett, and many other prominent statesmen and educators. In 
 January, 1837, he presented his plan to the Legislature, and it was 
 adopted almost unanimously, with very few amendments. Mr. Pierce re- 
 tained the office of Superintendent of Public Instruction for five years, and a 
 review of his labors during that time shows that he devoted himself with 
 assiduity and rare judgment to the great and responsible duties devolved upon 
 him. Mr. Pierce, in 1842, resumed his work in the Christian ministry, and 
 continued in it until ]847, when he was elected to the State Legislature as 
 representative from Calhoun county. In this capacity he was instrumental in 
 securing several important measures in legislation. In 1850 he was elected a 
 member of the Convention for framing a new Constitution for the State, and 
 here, among other services, he secured the incorporation in the Constitution of 
 the provision for free public schools. In 1853 he delivered the address at the 
 opening of the State Normal School, and soon after removed to Ypsilanti, 
 where he still resides. During much of the time since then he has been 
 engaged in the work of the ministry; but for two years he acted as county 
 superintendent of schools for Washtenaw county. During the more recent 
 years he has had comparatively little to do with public afEairs. Although more 
 than fourscore years of age, he still manifests, by his frequent presence at 
 teachers' gatherings and the University and Normal School commencement 
 exercises, his lively interest in educational matters. Nearly fifty years ago he 
 had thoroughly studied the Prussian school system; and it was doubtless due 
 to his familiarity with this system — the best in Eurgpe, then and afterwards 
 attracting so much attention — that he was chosen to the important work of 
 laying the foundations of a system of public schools in the new State. His 
 first report clearly demonstrated the wisdom of his appointment. After dis- 
 cussing at length the primary and intermediate schools, he argued with especial 
 ability and fullness that the University should be organized upon the broadest 
 basis, recommending the ultimate establishment of three departments, — one 
 
HISTORICAL SKETCHES. 131 
 
 of literature, science and arts, one of medicine, and one of law. He has been 
 privileged above most men, in being permitted to live until he saw his expecta- 
 tions fully realized in the growth and development of the school system of the 
 State, including all departments from the primary school to the University. 
 Thongh Father Pierce is now in his eighty-fourth year, he retains much of tlie 
 mental and physical vigor for which he was noted in his prime, and which, 
 with the rare opportunities he enjoyed at the organization of the State govern- 
 ment enabled him to build up for himself a monument of honor, and to lay, 
 for the people, the foundation of a most beniScent system of public schools. 
 
 JFKANKLIJSr Sawxer, Jk. 
 
 Of the personal history of Franklin Sawyer, Jr., the second Superintendent 
 of Public Instruction of Michigan, we have been able to learn but little. Mr. 
 Sawyer came to Michigan about the year 1830, having graduated a short time 
 previous from Harvard University, and entered upon the study of law in the 
 office of General Charles Larned at Detroit. One of his associate students was 
 Jacob M. Howard, with whom, upon being admitted to the bar, he formed a 
 law partnership about the year 1832. He was afterwards a partner, at differ- 
 ent times, with Samuel Pitts and Charles Clelaud. Mr. Sawyer pursued the 
 practice of law for a few years only, however, having in the meantime become 
 one of the editors of the Detroit Courier, and afterwards of the Detroit Daily 
 Advertiser, of which he was also one of the proprietors. He was a man of 
 much public spirit, and did much to build up various enterpri;^es, among which 
 was the Detroit Young Men's Society, he being among its founders and its first 
 president. His was a bright, sparkling nature, kind, generous and loving. He 
 possessed fine literary taste, and as a writer he was pleasant, brilliant and 
 forcible. On the expiration of Mr. Pierce's term of service as Superintendent 
 of Public Instruction, Mr. Sawyer was appointed to that office, April 8, 1841, 
 in which position he continued until May 8, 1843. Mr. Sawyer entered upon 
 his duties, comprehending the vastuess of the educational scheme laid out by 
 the framers of the Constitution — the wide and varied scope of the system de- 
 vised by his predecessor and adopted by the Legislature ; conceiving the im- 
 mense importance of a thorough acquaintance with the nature of that system, 
 its adaptation to the wants of the people and its power to produce the greatest 
 amount of good results, and to bestow most widely the greatest amount of 
 benefits; appreciating the necessity of a supervision embracing the whole sys- 
 tem, in its general and widest sense, and in the minute details of its practical 
 operations through all its various agencies, and in all its different channels. 
 The work of his hands was all important in its bearings upon the future edu- 
 cational career of Michigan. After the expiration of his term of office in 
 Michigan Mr. Sawyer went to New Orleans, Louisiana, where he held for sev- 
 eral years the office of Superintendent of Public Instruction. He afterwards 
 removed to his early home at Cambridgeport, Massachusetts, where he resided 
 until his death, which occurred many years since. Mr. Sawyer was the first 
 among those who have been successively placed at the head of the educational 
 system of our State to be called by Providence from the scene of his earthly 
 labors. He is beyond the reach of worldly praise or blame; but it is conceived 
 to be due to his memory, that his untiring industry and unchanging fidelity to 
 the interests of education, should be made the subject of faithful record — a 
 source of gratification to those who cherish the recollection of his services in 
 life, and a memorial as well as an example to those who have been and who 
 
132 EDUCATION IN MICHIGAN. 
 
 will continue to be recipients of the benefit derived from the faithful perform- 
 ance of his public duties. 
 
 Oliveh Cromwell Comstock, 
 
 the third Superintendent of Public Instruction of Michigan, was born in War- 
 wick, Kent county, Ehode Island, March 1, 1781. He was the son of Hon. 
 Adam Comstock, one of the most respected citizens and influential legislators 
 of his day. The early education of Dr. Comstock was acquired in the schools 
 of Schenectady and Greenfield, New York. From his childhood he was known 
 as a close student. He afterward entered the University of New York, and 
 graduated from the medical department. For a short time he practiced medi- 
 cine near Cayuga bridge, where he married Lydia Smith, daughter of Judge 
 Orover Smith, of Seneca county. Following in the footsteps of his honored 
 father, he early entered political life. He was the member of Assembly from 
 Seneca county from 1810 to 1812; judge of Seneca county in 1812; the first 
 judge of Tompkins county in 1817; member of the House of Eepresentatives 
 during the 13t'h, 14th, and 15th sessions of the United States Congress. He 
 was ordained a Baptist minister at Washington, D. C, in 1820, but after re- 
 tiring from Congress he resumed the practice of medicine at Trumansburg, 
 New York, where he remained until 1828. During this period he organized 
 churches at Trumansburg and Ithaca. In 1828 he gave up the practice of 
 medicine and accepted a call to the pastorate of a church at Rochester. While 
 pastor at Rochester, Dr. Comstock was deeply afflicted by the death of his wife. 
 Sad, lonely, and heart-weary, with health impaired, he resigned his charge at 
 Rochester in 1834, and sought change and rest. Visiting Washington he was 
 elected chaplain of the House of Representatives and served during one term. 
 He was then called to the pastoral charge of the First Baptist Church of Nor 
 folk, Virginia, where he remained for nearly two years. On leaving Virginia, 
 Dr. Comstock came to Michigan, and accepted the pastorate of a church in 
 Detroit ; preaching afterward as a supply to the churches in Ann Arbor, Jack- 
 eon, Marshall and Ooldwater. May 8, 1843, Dr. Comstock was appointed to 
 the oflSce of Superintendent of Public Instruction of Michigan, and immedi- 
 ately entered upon the duties of the ofiQce, serving therein until April 17, 1845. 
 In the discharge of these duties Dr. Comstock faithfully labored for the best 
 interests of the State, and his reports are filled with practical and fruitful sug- 
 gestions, bearing the impress of the statesman and the Christian. In 1849 he 
 was elected to the State Legislature as representative from Branch county, and 
 here he manifested the same interest in the public weal and the advancement 
 of the highest interests of the State, which- had distinguished him in preceding 
 years. Dr. Comstock was a man of commanding presence, tall and well pro- 
 portioned, having a magnetic presence, and a voice which once heard was 
 never forgotten ; while everywhere, in the practice of his profession, on the 
 judicial bench, in legislative halls, as the chief oflacer of education in the 
 State, in the pulpit, the family, the social circle, he was the same courteous, 
 warm-hearted, loving Christian gentleman. He died at the home of his son in 
 the city of Marshall, Michigan, January 11, 1860, aged seventy-nine years; 
 but he lives in the memory of many who will never cease to cherish his name, 
 and in the undying influence of his noble life. 
 
 Ika Mathew, 
 
 who held the oflice of Superintendent of Public Instruction of Michigan from 
 1845 to 1849, and again from 1855 to 1859, was born in EUisburg, Jefferson 
 
HISTORICAL SKETCHES. 1S3 
 
 county, New York, iu 1814. He received a common school education and 
 entered Union Academy at Belleville at the age of fourteen. In 1833 he com- 
 menced teaching school, and followed this calling with eminent success until 
 1836, when, finding his health considerably impaired, he made a voyage to 
 Newfoundland. In 1837, he was appointed principal of the Adams Seminary, 
 in which capacity he labored until the fall of 1841, when he was elected county 
 superintendent of schools in his native county. At the expiration of his term 
 of office in 1843 he removed to Michigan, where have been performed his most 
 valuable labors for the promotion of educational interests. The people of the 
 Peninsular State were neither slow to observe his qualifications nor backward 
 in securing the services of his talents. He was first appointed principal of the 
 Monroe branch of the University. April 17, 1845, he was nominated by the 
 Governor and confirmed by the Legislature to the office of Superintendent of 
 Public Instruction, being reappointed in 1847, and continuing in the office 
 until March 28, 1849. Mr. Mayhew's labors in the department of education 
 in Michigan commenced when there was neither union school nor normal 
 school in the State, and contributed to the establishment of both. He person- 
 ally dedicated the first union school in the State, and was present and aided in 
 the organization of the first public school in the Upper Peninsula. He organ- 
 ized a large number of educational associations throughout the State, and for 
 this purpose traveled hundreds of miles on horseback, often riding twenty or 
 thirty miles a day, and addressing meetings of citizens in the evening. In the 
 early part of 1849 he delivered, by invitation, a series of lectures on education, 
 in the State Capitol, after which he was requested by the Legislature, then in 
 session, to prepare and publish a volume containing the views set forth in his 
 lectures. During this year he retired for a short time from public life, for the 
 purpose of complying with the request of the Legislature. The volume of lec- 
 tures, when issued, was entitled "Means and Ends of Universal Education," 
 and was received by the general public, as well as by distinguished men of 
 literature, with much praise and merited acceptation. In 1851 he published a 
 work on "Practical Book-keeping," which has proved as a text-book very suc- 
 cessful. In 1853 Mr. Mayhew was elected principal of Albion Seminary, in 
 which position he remained until 1854, when he was elected by the people of 
 the State to the office of Superintendent of Public Instruction. Mr. Mayhew 
 entered upon the duties of this office January 1, 1855, serving very acceptably 
 therein until January 1, 1859, having been re-elected in 1856. At the close of 
 this, his fourth constitutional term as Superintendent of Public Instruction, 
 Mr. Mayhew revised and republished his work on "Practical Book-keeping," and 
 the same year he established the Albion Commercial College, which was afterwards 
 removed to Detroit. In 1862 he was appointed to and accepted the office of 
 collector of internal revenue for the third district of Michigan, which position 
 he held until 1865, since which time he has devoted his labors to the manage- 
 ment of his Business College at Detroit. To Mr. Mayhew is due much of the 
 credit for the advancement of educational interests in Michigan, and not a few 
 of those who now hold high places in the field of educational thought and labor 
 unite iu skying that the first inspiration for their life-work was gathered from 
 his intelligent, earnest and devoted efforts in the cause of public instruction. 
 
 FEAKCIS WiLLETT SHEAKMAlf, 
 
 the fifth Superintendent of Public Instruction, was a native of Vernon, Oneida 
 county. New York, where he was born June 20, 1817. In his nineteenth year 
 
134 EDUCATION IN MICHIGAN. 
 
 he graduated from Hamilton College. He was possessed of rare mental quali- 
 ties, which were developed and cultivated by careful training. Eecognizing his 
 ability, Hon. H. K. Schoolcraft engaged him, shortly after his graduation, as 
 an assistant in negotiating treaties with the Indians, and while thus employed 
 he was first led to Michigan. In 1838 he located in Marshall, where he found 
 congenial employment as editor of the Michigan Journal of Edupation, the 
 official organ of the State Department of Public Instraction. In 1840 he he- 
 came connected with the Democratic Expounder , -gnhWshtdL at Marshall, and as 
 its principal editor soon gained high rank as an able, sagacious and forcible 
 writer. In 1846 he was elected associate judge of the Calhoun county court with 
 Judge Hall, of Battle Creek, which office he held until 1848. March 26, 1849, he 
 was appointed .to the office of Superintendent of Public Instruction ; elected 
 under the provisions of the new Constitution by the people in 1850 to the same 
 office, and re-elected in 1852, continuing in the office until January 1, 1855, a 
 period of nearly sis years. The record of Mr. Shearman's services, as Superin- 
 tendent, constitutes a noble monument to his name. His annual report for 
 1852' was the most able, comprehensive and valuable work on the school sys- 
 tem of the State then extant, and was widely sought and quoted as authority 
 upon the subject. At the close of his term of office as Superintendent of Pub- 
 lic Instruction, Mr. Shearman resumed the editorial pen, and for the remain- 
 der of his life conducted the Marshall Expounder. He held, during this time, 
 several important trusts in his city and county with such acceptance as to com- 
 mand the popular support through all political changes. Mr. Shearman took 
 an active interest in all public affairs almost from the period when Michigan 
 entered the Union until the time of his death, which occurred at Marshall, Dec- 
 ember 7, 1874. His name will ever be remembered by those who knew him, 
 with feelings of kindest regard. 
 
 John M. Gkegokt, 
 
 Superintendent of Public Instruction from 1859 to 1864 inclusive, was born in 
 Sand Lake, Eenssalaer county. New York, July 6, 1822. From childhood he 
 enjoyed the advantages offered to all Americans whose parents are industrious 
 and moral. Like other children of such parents in the rural districts his edu- 
 cation was not overlooked, and he was sent to the public schools in the summer, 
 while young, and constantly in the winter until he reached the age of seventeen. 
 The public schools of his native State had already been greatly improved, and 
 he had opportunity to form and indulge his taste for reading by recourse to a 
 district school library, of which he made good use. At the age of seventeen, 
 he began his career as a teacher in the district schools. In 1843, being twenty 
 years of age, he entered the fresliman class in Union College, having previously 
 attended, for a short time, Dutchess County Academy at Poughkeepsie. 
 Graduating as Bachelor of Arts from Union College in 1846, he devoted himself 
 to the study of law for two years in the offices of Judges Paige and Potter at 
 Schenectady, and in an office in Schoharie county. His clear perceptions, his 
 studiousuess, his logical mind, and his ready speech would have insured him 
 great success as an advocate or jurist, but at this time, under the influence' of 
 what seemed to him a religious duty, he relinquished his plan of pursuino- the 
 legal profession, and entered upon the Christian ministry, his denominational 
 relations being with the Baptist Church. Having spent a portion of his time, 
 while completing his college and professional studies, in teaching public and 
 elect schools in various places, among which may be mentioned Deposit and 
 
HISTORICAL SKETCHES. 135 
 
 Hoosac Falls, New York, it was very natural that he should find himself, as he 
 did in 1852, at the head of a flourishing classical school in Detroit. While 
 here, his labors in the school room, in teachers' associations, in the pulpit, and 
 before Sunday-schools, soon gave him a conspicuous place among the friends 
 of education in Michigan. In 1854, he in connection with several others, 
 projected, and, under the auspices of the State Teachers' Association, estab- 
 lished the Michigan Journal of Education, which was committed wholly to the 
 editorial charge of Mr. Gregory in 1855, and edited by him alone for five years. 
 Under his charge the Joitrnal attained a wide circulation and a high character, 
 a large portion of it being the product of his own pen. He also contributed 
 much to other periodicals, educational and literary. In 1859 he entered upon 
 his duties as Superintendent of Public Instruction, an ofiBce to which he was 
 afterwards twice reelected, serving in all six years. In this office his labors 
 were arduous, well directed, and successful. Indeed, it was as Superintendent 
 of Public Instruction that he became especially known as a man of broad views, 
 accurate thought, and as an earnest, successful administrator. His six annual 
 reports, making an aggregate of over four hundred pages, aside from their 
 local and temporary value, express truths and opinions worthy of careful study. 
 In 1865, having declined a renomination as Superintendent of Public In- 
 struction, he accepted the presidency of Kalamazoo College, being called thence 
 in 1867 to the regency of the Illinois Industrial University at Champaign, in 
 which position he has since remained. 
 
 Okamel HosFORb 
 
 was born in Thetford, Vermont, in May, 1820, and was the son of William and 
 Linda Ellis Hosford. In 1834 he removed with his parents from Vermont to 
 Oberlin, Ohio, where he received his education in the Theological Seminary. 
 In 1844 he came to Michigan and entered Olivet College as its first Professor 
 of mathematics and philosophy. In 1851 he was ordained a Congregational 
 minister. In 1864 he was elected Superintendent of Public Instruction in 
 which position he was retained for eight successive years. During this period 
 he held a nominal position in Olivet College. In 1873 he returned to Olivet 
 College, with which he is still connected as Professor of astronomy and natural 
 philosophy, and instructor in mathematics. During Mr. Hosford' s term of 
 office a number of the most desirable reforms in the school system of the State 
 were efEected, principal among which was the abolition, in 1869, of the rate- 
 bill law, and the consequent making of school privileges free to all alike. The 
 county superintendency law was also enacted during his incumbency, and its 
 greatest prosperity was reached under his administration. The annual reports of 
 Mr. Hosford, embracing, as they do, a period of eight years during an im- 
 portant portion of the development of our educational system, contain much 
 matter of general interest, and may be profitably consulted by the student of 
 that system's history. 
 
 Dakiel Beovtk Beigqs 
 
 was born at Adams, Berkshire county, Massachusetts, February 13, 1829. His 
 parents were natives of the same State. After pursuing for some years an 
 academic course of study, he entered Williams College in 1844, from which he 
 graduated in 1848. He immediately commenced the study of law, and was 
 admitted in 1850 to practice in the courts of Massachusetts. About the close 
 of that year his native town established, in compliance with legislative enact- 
 
136 EDUCATION IN MICHIGAN. 
 
 ment, a free high school, and Mr. Briggs was chosen to the principalship, 
 ■which position he held for three years. JJuring this time he also did service as 
 a member of the school committee of the town. In March, 1854, he removed 
 to Romeo, Macomb county, Michigan, and entered upon tiie practice of law. 
 The following year he became Principal of the Dickinson Institute, — formerly 
 a branch of the State University, — located at that place, and was connected 
 with tliat institution for three years. During the years 1858, 1859, and 18G0, 
 he held the position of Superintendent of public schools of the city of Ann 
 Arbor. From thence he removed to Jackson, where he held a similar positioD 
 for five years. On leaving school work in the summer of 1865, he returned to 
 Macomb county and engaged in farming. In April, 1867, he was elected 
 County Superintendent of schools for Macomb county, and on the first of 
 May following he entered upon the duties of that office, in which he served 
 four years. During his last official term he was made President of the State 
 Association of County Superintendents of Schools. He was director of the 
 Eomeo union school district for eight years. He also had charge of the public 
 schools of Mount Clemens, the county-seat of Macomb county, for the school 
 year 1871-7^. In November, 1872, ho was elected Superintendent of Public 
 Instruction, which office he retained four years, having been re-elected at the 
 close of his first term in 1874. In 1879 Mr. Briggs was appointed to the office 
 of Deputy Secretary of State, which he still occupies. 
 
 HOBACE SUMNEK TaKBELL 
 
 was born in Chelsea, Vermont, August 19, 1838. His father, Eev. Sumner 
 Tarbell, was a member of the Vermont Conference of the Methodist Episcopal 
 Church. He received his preparatory training in the seminaries of Vermont, 
 and afterwards took a classical course at Wesleyan University, Middletown, 
 Connecticut, graduating in 1859, third in a class of thirty-six! He then en- 
 tered Belleville Seminary, Canada, as Professor of natural sciences, where he 
 remained for three years. From 186-i to 1865, he was Principal of Farmer- 
 ville County Grammar School, and the following year was Principal of Central 
 Academy, McGrawville, New York. From 1866 to 1871, he was connected 
 with the scliools of Detroit, during a part of that time being a supervising 
 principal of the Bishop and Duffield schools of that city. Mr. Tarbell orga- 
 nized the evening school at the Detroit House of Correction, in 1869, which 
 awakened much interest among prison managers, as it was the first successful 
 attempt at a regularly organized prison school. In 1871 he was chosen Su- 
 perintendent of the public schools of the city of East Saginaw, which position 
 he held for six years. In the fall of 1876, he was elected Superintendent of 
 Public Instruction. September 1, 1878, Mr. Tarbell resigned this office and 
 accepted tlie superintendency of the city schools of Indianapolis, Indiana, 
 where he has since been located.' Mr. Tarbell has held several offices in the 
 National Educational Association, and was also President of the Michigan State 
 Teachers' Association in 1875. 
 
 Cornelius Albert Gower, 
 
 the present Superiiitendent of Public Instruction, was born at Abbot, Maine, 
 in 1845. He entered Waterville College in 1863, but, coming to Michigan be- 
 fore graduation, he entered the senior class of the University in 1867. Grad- 
 uating from the classical course in that year, he entered the law department 
 in 1868. His tastes, however, inclined him to the profession of teacher. He 
 
HISTORICAL SKETCHES. 137 
 
 taught three seasons in Maine, one in Massachusetts, and one year in Ann Ar- 
 bor; he was Superintendent of the schools at Fenton for three years; was 
 County Superintendent of schools of Genesee county three and a half years ; 
 was Superintendent of the schools in Saginaw City four years; and was Presi- 
 dent of the Michigan City School Superintendents' Association in 1878. On 
 the resignation of Superintendent Tarbell, in 1878, he was appointed by the 
 Governor to the office of Superintendent of Public Instruction, being afterward 
 elected by the people at the general election the same year and again in 1880. 
 
 III. DEPUTY SUPERINTENDENTS. 
 
 In 1859 an act was passed which gave authority to the Superintendent of 
 Public Instruction to appoint a deputy. The necessity for such an officer had 
 been presented to the Legislature in some of the reports of the preceding 
 years, and had become quite apparent to all with whom the Superintendent's 
 office was brought into relation. While the law made it necessary for the 
 Superintendent to keep his office at Lansing, it was impossible for him to 
 remain steadily in it. His duties called him into all sections of the State. 
 Due preparation for labors in the field required much time and thought and 
 labor, which no one could perform but himself. While he was engaged in this 
 preparation; in active visitation of the schools; in attendance at institutes; 
 in the delivery of lectures, he could not well perform the clerical work of the 
 office. In providing for an assistant it was desirable that not only mere clerical 
 aid be secured, but that such assistant be clothed with official powers, which he 
 might exercise in case of the absence of the Superintendent, or should a 
 vacancy in the office of Superintendent occur. Experience has proved the 
 wisdom" of the Legislature iu providing for a Deputy Superintendent, and 
 much of the success in the administration of duties connected with the 
 Department of Public Instruction since the law referred to was passed, is 
 attributable to that officer. 
 
 Cortland Bliss Stebbins, 
 
 the first Deputy Superintendent of Public Instruction of Michigan, was born 
 in Williamstown, Vermont, February 17, 1813. His earlier education was 
 obtained in the public schools. At the age of eighteen he commenced writing 
 for the local papers, supporting himself, meanwhile, as a cabinet maker. For 
 a short while he attended school at the Montpelier Academy. At the age of 
 twenty-one he was appointed to an office in the State Legislature. He after- 
 ward Avent to BufEalo, New York, and entered a law office, where he remained 
 about a year. In 1843 he removed to Adrian, Michigan, and engaged in the 
 furniture business. He soon afterwards became connected with the Michigan 
 Uxpontor; which he edited until 1850. During a part of several succeeding 
 years he held relations with the Postoffice Department as a special agent. In 
 1855 he held the office of supervisor in the city of Adrian. In 1856 he was 
 appointed by the Commissioner of the State Land Office to investigate depre- 
 dations on the pine lands belonging to the State in several northern counties. 
 In October, 1857, he was engaged by the publishers of the Lansing liepuilican 
 as editor of that paper, and ho immediately afterward removed to the Capitol 
 of the State, where he has since resided. During the time ho was engaged in 
 editing the Lan>:ing Rejmblican, he also acted as private secretary to Governor 
 Kinsley S. Bingham. He resigned these positions during the next summer 
 55 
 
138 EDUCATION IN MICHIGAN. 
 
 and July 1, 1858, he entered the office of the Superintendent of Public Instrnc- 
 tion as a cleric, under Superintendent Mrtyhew. The following winter, the 
 office of Deputy Superintendent of Public Instruction was created by the Legis- 
 lature, and Mr. Stebbins was appointed by Superintendent Gregory to fill the 
 same. To this office he was successively re-appointed by Superintendents Hos- 
 ford, Briggs and Tarbell. July 1, 1878, he resigned the office, having faith- 
 fully and worthily held it for almost twenty successive years. 
 
 William Locke Smith, 
 
 the present incumbent of the office of Deputy Superintendent of Public In- 
 struction, is a native of Parke county, Indiana, wiiere he was born January 
 20, 1844. His father, Rev. William H. Smith, was one of the early pioneer 
 preachers of the Methodist Episcopal Church in southern Indiana and Illinois. 
 In his younger days Mr. Smith did not have the opportunity of attending 
 school, but the lack was made up by the faithful teaching of his mother. lu 
 the fall of 1859 he entered Indiana Asbury University, at Greencastle,' where 
 he pursued collegiate studies for some time. Duiing the war of the Eebel- 
 liou he enlisted for three months in the 55th regiment of Indiana volun- 
 teers, and on the expiration of his term of service in that regiment, he 
 re-enlisted in the il5th regiment, Indiana volunteer infantry. At the close of 
 the war, in 1865, he engaged in teaching school, which calling he followed for 
 several years. Having, in the meantime, given his attention considerably to 
 the study of music, in 1869 he entered the musical profession as a teacher and 
 conductor of conventions. Inl87.J he was engaged as special teacher of music 
 in the public schools of Chillicothe, Ohio, where he remained two years. In. 
 1874 he accepted the position of special teacher of music in the public schools 
 of East Saginaw, Michigan. In 1876 he accepted the position of special 
 teacher of music in the Saginaw city schools in addition to his engagement in 
 East Saginaw, and consequently he thereafter divided his time equally between 
 the schools of the two cities. In 1878, on the resignation of Mr. Stebbins, as 
 Deputy Superintendent of Public Instruction, that office was tendered him by 
 Superintendent Tarbell, and accepted. He w^as afterwards re-appointed by 
 Superintendent Gower. Since his connection with the office he has, in addi- 
 tion to his official duties, prepared and published a text book on music for use 
 in public schools, entitled the "Practical Music Header," which. has met with 
 a very cordial reception on the part of the educational public. Mr. Smith has 
 also written much for the columns of the press, and has conducted the educa- 
 tional department of the Lansing RepuiUaan for several years. 
 
TEACHERS' ASSOCIATIONS. 
 
 The present liberal school system of Michigan is largely due to conventions 
 and associations held in the interest of education. These agencies have 
 enlarged the views of teachers, enlightened public sentiment, and indicated 
 and secured legislative action. They have also done much to improve school 
 instruction and management. A review of these agencies is, therefore, an 
 important part of the history of educational effort a'hd progress in the State. 
 
 I. EAKLY CONVENTIONS AND ASSOCIATIONS. 
 
 The first educational convention in Michigan, of which we have been able 
 to find any account, was held in JJetroit, commencing January 3, 1838. 
 This convention owed its existence mainly to the influence of Superinteu- 
 ent Pierce. It continued its sessions during three days, and finally organ- 
 ized a society, called the "Michigan Literary Institute." It is probable that 
 this society died soon after its birth, as no further records or traces of it can 
 be found. 
 
 In 1839, common school associations were formed in the counties of Cal- 
 houn, Branch, St. Joseph, and perhaps in others, but these organizations, so 
 far as appears, accomplished very little. 
 
 Several teachers' associations and educational societies were formed during 
 the years 1845 and 1846, while Ira Mayhew was Superintendent of Public 
 Instruction. 
 
 A convention of delegates from various county societies met at Ann Arbor, 
 June 23, 1847, and organized the "Michigan State Educational Society," 
 and made it auxiliary to a society of the same nature formed in the previous 
 year at Chicago. Among those who delivered addresses at this meeting at Ann 
 Arbor were General Cass, Gov. Felch, Superintendent Ira Mayhew, and E. 0. 
 Seaman. Among the officers were Kev. G. L. Foster, recently deceased, and 
 Dr. J. A. B. Stone, of Kalamazoo. Two annual meetings were held by this 
 Society, one at Jackson in 1848, and one at Lansing in 1649, and then, appar- 
 ently, it went "the way of all the earth" and was heard of no more. 
 
 IL STATE TEACHERS' ASSOCIATION.* 
 
 Immediately following the formal opening of the State Normal School, at 
 Ypsiianti, in iSo'i, a State Teachers' Institute was held, during the progress of 
 
 * For this account consirteral)le credit is rtiie Prof. D. Putnam of the State Norninl School, much of 
 It having iieen copied from his "Sketch of the History of ihe Michigan State Teachers' Associa- 
 tion," published in 1577. 
 
140 EDUCATION IN MICHIGAN. 
 
 ■which the subject of organizing a State Teachers' Association was freely and 
 fully discussed, and the general sentiment of those present was found to b& 
 favorable to the formation of such a society. A committee was accordingly 
 appointed to give the matter more careful consideration. This committee 
 reported at a meeting of the members of the institute, held October 12, 1852. 
 Prof. Welch, who was one of the most active and influential leaders in the 
 movement, explained briefly the objects and designs of a teachers' association. 
 J. E. Bateman then offered the following preamble and resolution, which were 
 adopted : 
 
 "Whereas, The cause of eplucation in this State demands efficient organization tO' 
 advance its various interests, and to secm'e greater harmony and concert of action 
 among its friends; therefore, 
 
 '■^ Besolved, That we who subscribe our names to this resolution hereby form our- 
 selves into a State Teachers' Association, which shall be auxiliary to the Superinten- 
 dent of Public Instruction and the State Normal School." 
 
 Under this resolution, as a preliminary and temporary constitution, officers 
 were elected, committees appointed, among these one to prepare the draft of 
 a constitution to be presented at the first meeting in 1853, and arrangements 
 were made for the exercises of the next session of the Association. 
 
 In the calendar of the Association this meeting is reckoned as the first an- 
 nual meeting, and October 12, 1852 may be properly regarded as the birthday 
 of the organization. The officers elected at this time were : A. S. Welch, 
 president; Miss A. 0. Eogers and H. B. Thayer, vice presidents ; John Horner, 
 recording secretary; J. M. B. Sill, corresponding secretary; Henry Cheever, 
 treasurer. 
 
 The next meeting, known as the second annual meeting, was held at Ypsi- 
 lanti, in connection with a teachers' institute, commencing March 29, 1853. 
 The sessions of the Association alternated with those of the institute, continu- 
 ing until April 8. A constitution was reported by the committee, discussed and 
 adopted. Prof. Welch was re-elected president, and among the other officers 
 occur the names of Joseph Estabrook, J. F. Nichols, and J. M. B. Sill who 
 still remain among us, vigorous and active in every good educational work. 
 
 A semi-annual meeting was held at Kalamazoo, commencing September 29, 
 of this year. This meeting, like the previous ones, was in connection with an 
 institute, the sessions of the institute occupying the mornings, and those of the 
 Association the afternoons and evenings of five days. Thus far the sessions of 
 the Association had been held in close connection with teachers' institutes. 
 The Association was, in some respects if not in ail, secondary and subordinate 
 to the institute, and its exercises evidently partook largely of an institute char- 
 acter. It was now determined to cut loose from institutes and to try the ex- 
 periment of an independent meeting at the next annual gathering. It was felt 
 that there was enough of vigor and strength in the organization to go safely 
 and successfully alone. 
 
 The third annual meeting was held in Detroit, commencing April 18, 1854, 
 and the Association presented itself for the first time in its own peculiar and 
 proper character. The meeting was enthusiastic and successful. Among the 
 most prominent and active members present were A. S. Welch, J. M. Gregory, 
 E. 0. Haven, J. Estabrook, Kev. 0. A. Leach, J. P. Cary, L. H. Fisk, Levi 
 Bishop and A. L. Bingham. Horace Mann, of Massachusetts, delivered an ad- 
 dress on "Teachers' motives," and participated largely in the discussions upon 
 the various papers and reports. Henry Barnard, of Connecticut, was also 
 ■present, and helped to increase the interest and value of the sessions. Rev. J. 
 M. Gregory was elected president. 
 
HISTORICAL SKETCHES. 141 
 
 The semi-annual meeting of 1854 was held at Marshall, commencing August 
 15, and continuing three days. The question of religious instruction in the 
 public schools was very vigorously and warmly discussed. Among the most 
 active members and visitors present were President Gregory, Professors Haven, 
 Welch, Boise, Stone, Levi Bishop, J. Van Arman, Kev. Mr. Trowbridge, of 
 Marshall, and Dr. Solger, of Boston, who delivered a lecture on history. 
 
 The fourth annual meeting was in the city of Ann Arbor, April 23 to 24, 
 
 1855. The sessions were largely attended, and the tone and spirit of the meet- 
 ing were vigorous and hopeful. The special feature of the occasion was a pro- 
 tracted and animated discussion of the subject of the co-education of the sexes, 
 introduced by a report presented by D. Putnam, then of Kalamazoo. Among 
 those who took part in the proceedings by way of addresses, papers or discus- 
 sion, were President Gregory, Ira Mayhevv, Superintendent of Public Instruc- 
 tion, Professors Haven, Welch, Nutting, Estabrook, Gbandler, Boise, D. Put- 
 nam, Stone, Dunlap, Winchell, Hubbard, Frieze, Miss A. 0. Eogers, and Miss 
 H. Cutcheon. Prof. Joseph Estabrook, of Ypsilanti, was chosen president. 
 
 The semi-annual meeting of 1855, held in Jackson, December 20, was 
 thinly attended on account of the unusual severity of the weather. The cold, 
 however, did not chill the good spirit and enthusiasm of the faithful few who 
 were present in spite of the arctic temperature. The names of Estabrook, 
 Gregory, Welch, Nutting, Putnam, Ripley, Newcomb, Hubbard, Botsford, 
 Tenney, Mahan, and a few others, are found in the reports of the exercises. 
 The most important discussions occurred upon a plan for the study of the En- 
 glish classics, reported by Prof. Welch, and upon a report presented by Mr. 
 Gregory, advocating the system of county superintendency of schools. 
 
 The fifth annual meeting took place at Ypsilanti, August 18, 19 and 20, 
 
 1856. The attendance was large, and the sessions were unusually interesting. 
 Addresses were delivered by Professors J. E. Boise, of the University, Travis, 
 of Delaware, and Estabrook, of Ypsilanti. Papers or reports were read by Pro- 
 fessors Tenney, Winchell, Gregory, Haven, and Miss M. S. Gilpin, of Phila- 
 delphia. Among those who participated in the discussions were Professors 
 Haven, Welch, Stone, Gregory, Abbot, Tenney, Hosford, Hinsdale, Estabrook, 
 Northrop, Nutting, and Superintendent Ira Mayhew. Dr. J. A. B. Stoiie, of 
 Kalamazoo, was elected president. Among the other officers appear the still 
 ■well known names of Sill and Bellows. The county superintendency of schools 
 and the study of natural history were prominent topics of debate. 
 
 The semi-annual meeting of 1856 commenced December 24, at Battle 
 Creek. At this session the Association was incorporated under a general law 
 of the State which had been enacted by the Legislature in 1855. A large part 
 of the time of the meeting was occupied in the discussion of subjects connected 
 with school legislation, among them the county superintendency, and a pro- 
 posed law in relation to the funds derived from the sale of "swamp lands," so- 
 called. Most of the active members of the Association were present and took 
 part in the proceedings. Among the newer members were D. P. Mayhew, of 
 Ypsilanti, E. Gluey and G. M. Dewey. 
 
 The sixth annual meeting was held at Adrian, commencing August 18, 1857, 
 and continuing three days. Papers were read by T. 0. Abbot, E. J. Boyd, 
 P. Hubbard, E. W, Ohesebro, Kev. J. M. Gregory, and Superintendent Ira 
 Mayhew. Lectures were delivered by Dr. Mahan and Dr. Stone, and a poem 
 was read by J. M. B. Sill. Franklin Hubbard, of Adrian, was chosen presi- 
 dent. 
 
 The semi-annual meeting of 1857 was held at Ann Arbor, December 29 and 
 
142 EDUCATION IN MICHIGAN. 
 
 30, occupying but two days instead of three, as had been the custom hitherto. 
 Papers or addresses were read by E. L. Kipley, Miss H. M. Oiitclieon, 0. Hos- 
 ford, D. Putnam, A. Winchell, and Rev. L. U. Obapin. The sessions were 
 closed by a social meeting, characterized by toasts, pleasant speeches, and 
 great good humor. Among those who participated freely in the discussions 
 ■were Dr. Tappan, then President of the University, Dr. Ohapin, of Ann Arbor, 
 Eev. G. L. Foster, of Ypsilanti, D. Mclntyre, T. 0. Abbot, 0. Hosford, R, 
 Nutting, J. M. Gregory, A. Winchell, A. S. Welch, E. Tenney, G. M. Dewey, 
 E. 0. Seaman, 'Dr. Palmer, of the University, Hon. J. D. Pierce, and Levi 
 Bishop, of Detroit. 
 
 The seventh annual meeting was held at Niles, August 17 and 18, 1858. 
 The attendance at this meeting was small, but the sessions were full of earnest- 
 ness and activity. The most important discussions took place upon the subject 
 of "Eree schools," introduced by a paper read by Mr. W. F. Munson, of 
 Howell, and upon "The relation of the sexes in education," introduced by a 
 paper read by Mrs. Stone, of Kalamazoo. Addresses were delivered by the 
 President, Prof. Hubbard, and by Kev. Dr. Dempster, of Evanston, 111. Prof. 
 A. Winchell, of Ann Arbor, was elected president for the next year. The 
 semi-annual meeting of this year was held at Jackson, December 27, 28, and 
 29, 1858. The opening address was delivered by J. M. Gregory, who had been 
 elected Superintendent of Public Instruction, and who was about to enter upon 
 the duties of office. The most vigorous debate of the sessions occurred upon, 
 the question of "Uniformity of text-books" in schools. District in place of 
 towns-hip libraries were recommended. Papers were read by E. L. Holden, U. 
 W. Lawton, and Miss Swartwout. A meeting of school directors took place in 
 connection with this meeting of the Association. The sessions were closed by 
 a very entertaining reunion. 
 
 The eighth annual gathering of the association took place at Pontiac, August 
 16, 17, and 18, 1859. A full report of the "transactions" of this meeting 
 was published in pamphlet form by oi'der of the Association, together with a 
 brief history of the Society up to that time. The report says " the session was 
 attended by a very respectable number of teachers, and by unusual numbers of 
 citizens" of the village and surrounding country. It was the fii'st meeting 
 held north of the Central Railroad, and a most generous hospitality was ex- 
 tended by the people of Pontiac. Prof. H. S. Frieze, of the University, de- 
 livered an address upon "The practical and useful;" Dr. E. 0. Haven, of 
 Boston, upon " The American system of education," and Prof. A. Winchell, of 
 the University, upon the topic " What makes the successful teacher?" Pa- 
 pers were read by J. Richards, D. B. Briggs, and L. R. Fiske. The subjects 
 which called out the most interesting and animated discussions were the "Li- 
 braiy system of the State," and "Moral and religious instruction in schools." 
 The Association voted to discontinue the semi-annual meeting which had thus 
 far been held each year during the holidays, tlnd determined to hold its annual 
 gatherings in the month of August. Prof. E. J. Boyd, of Monroe, was elected 
 president. 
 
 The ninth annual meeting occurred at Ypsilanti, Aug. 21 to 24, 1860. The 
 formal addresses during the session were by Rev. Hogaith, of Detroit, on the 
 "Use of the afEections as a mental stimulus;" by Prof. A. S. Welch on "The 
 natural system of instruction;" and by Dr. Thomas Hill, then President of 
 Antioch College, on "The true order of studies." Piipers were read by J. J. 
 Sadler, Silas Betts, J. F. Carey, Miss A. C. Rogers, E. Danforth, and E. Olney. 
 A report ou "Reforms iu school laws" was presented by Superintendent J. M. 
 
HISTORICAL SKETCHES. 143 
 
 Greffovy, and on "Text-books" by Prof. T. C. Abbot. A vigorous and lively 
 discussion was liad upon tlio question of " Prizes in schools," and the topics of 
 some of the papeis called out interesting debates. Prof. B. L. Ripley of Jaclv- 
 son was chosen president ; and among the other oflScers are a few names still 
 well known as teachers in our State — E. Olney, J. M. B. Sill. 0. Hosford, T. 
 C. Abbot, D. Putnam. Yet in examining the records and proceedings of 
 twenty years ago, one is forcibly reminded of the fact that most of the active 
 members of that time have disappeared from our ranks, and many of them 
 from our State. The compensation is found in the new and fresher blood 
 which, from year to year, has flowed in to give a quickened life to the old cur- 
 rent. 
 
 The tenth annual meeting was held at Kalamazoo, commencing Tuesday 
 evening, August 20, 1861, and closing the Friday following. Addresses were 
 given by Prof. E. L. Ripley, President Fairfield, and Dr. Tappan, of the Uni- 
 versity, and Superintendent Wells, of Chicago. Papers were read by Superin- 
 tendent Gregory, Professors Welch, Boise, Olnoy, Halbert, and Miss lloppin. 
 Interesting reports on assigned topics were presented by Professors Sill, Payne, 
 Ripley, and Hosford. The debates were animated and profitable; and the 
 sessions were closed by a spirited and patriotic discussion upon the "Duty of 
 the teacher to his country." Prof. J. M. B. Sill was elected president. 
 
 The eleventh annual meeting was held at Hillsdale, August 19, 20, and 31, 
 1862. Hon. Newton Bateman, of Illinois, delivered an address and took an 
 active part in the discussions. President Fairfield also gave an address entitled 
 "Utopiaand Utopian schools," and another upon the " Dignity of the teacher's 
 oflSce." Professors J. Goodison, 0. Hosford, and Saddler read papers. Prof. 
 A. S. Welch delivered lectures on "Object Lessons," on "Nature, the teach- 
 •er's guide," and on "School discipline." The records show a comparatively 
 limited attendance, and indicate that a very large proportion of labor fell upon 
 a few "always prepared" and earnest workers. The state of the country 
 naturally claimed a share of the time and attention. Hon. E. B. Fairfield 
 was made president, and the time and place of the next meeting were referred 
 to the executive committee. 
 
 The twelfth annual meeting took place at Marshall, commencing August 
 18, 1863, and closing August 20. In the absence of President Fairfield, Vice- 
 President W. S. Perry presided. Hon. William Warren delivered an intro- 
 ductory address upon the "Relations of higher education to civilization and 
 culture." Hon. J. M. Gregory gave an address on "Grades in education." 
 Rev. S. J. Rogers of Battle Greek, lectured on " William of Nassau and of 
 Orange." Papers were read by Prof. E. A. Strong on "Algebra," by Dr. 
 Stone on "The sphere of the voluntary in the educational work," and with- 
 out any introductory paper, the subject of "Marking and reporting" was 
 freely discussed by several gentlemen. The number of members present was 
 not large. Prof. 0. Hosford, of Olivet, was elected president, and the Associ- 
 ation decided to hold its next session upon the first Tuesday of July instead of 
 the usual time in August, hoping by the change to increase the attendance and 
 the interest in the exercises. 
 
 The thirteenth annual meeting occurred at Ann Arbor, opening July 5, 1864. 
 Hon. J. M. Gregory addressed the Association on the " Relation of Chris- 
 tianity to education," and Prof. S. S. Green, of Rhode Island, lectured upon 
 the Same subject with reference to its practical applications. Prof. Green also 
 gave an informal lecture upon "Grammar." Dr. Haven, of the University, 
 gave a lecture upon the "Importance of public schools." Prof. W. H. 
 
144 EDUCATION IN MICHIGAN. 
 
 Payne read a paper iu relation to the establishment of an "Educational 
 Journal," and resolutions were passed favoring the publication of such a jour- 
 nal at the earliest practical moment, but declining to pledge the credit of the 
 Association, in any way, in behalf of the enterprise. Eesolutions were also 
 adopted recommending the establishment of training classes for teachers in 
 connection with the high schools throughout the State, and the opinion was 
 repeated that the interests of the schools demanded a county system of super- 
 vision. Prof. U. Putnam, of Kalamazoo, was chosen president. 
 
 The fourteenth annual meeting took place in Detroit, commencing July 
 11, 1865. Lectures or addresses were delivered by Prof. A. Winchell on 
 "How to teach the natural sciences;" by President J. M. Gregory on the 
 "Organization and government of schools;" by Prof. Whipple, of Hillsdale, 
 upon "Reading." President Gregory also gave an address on the '•Relations 
 of the common schools to the higher schools." Prof. J. Goodison read a 
 paper on "Geography," Prof. Sill on the general subject of "Instruction," 
 Miss M. L. Rice on "Education a test, not a creator of power," Miss Thayer 
 on "How to teach playing," and Superintendent 0. Hosford on "Educational 
 forces." 
 
 Prof. Payne read a report in relation to an educational magazine, which, af- 
 ter an animated discussion, was referred to the Executive Committee. Tiie 
 "Library system of the State" was quite fully considered and debated, and 
 the subject was referred to a special committee to report at the next annual 
 meeting. The same action was taken upon the question of the county super- 
 intendency. The Association, after some discussion, voted to hold its annual 
 meetings, iu future, during the "holiday week," between Christmas and New 
 Year's. Prof. W. H. Paynewas elected president. 
 
 In accordance with the vote of the Society, the fifteenth annual meeting was 
 held six months after the last preceding one, opening December 26, 1865, at 
 Battle Creek. This year has, consequently, the distinguished honor of em- 
 bracing two annual gatherings of the teachers of Michigan. The attendance 
 from certain portions of the State, and of some classes of teachers, was large, 
 and the sessions generally were full of interest. The president. Prof. Payne, 
 gave an introductory address. President Abbot, of the Agricultural College, 
 lectured on "The study of words;" President Richard Edwards, of the Illi- 
 nois Normal University, on "Sources of personal influence;" President Greg- 
 ory, of Kalamazoo, on "The life and character of Dr. Francis Wayland." 
 Miss Ruth Hoppin read a paper on "The causes of failure in teaching;" and 
 the subject of "Elocution" was presented by Prof. A. A. Griffith and Prof. 
 Mark Bailey, of Yale College. "Reading" was discussed by President Ed- 
 wards, and "Music" by Prof. P. P. Bliss, of Chicago. The "self-reporting" 
 system in schools was vigorously discussed by several members, and among the 
 resolutions was one favoring the township as a single district in preference to 
 the present system. The sessions were closed with a social entertainment at 
 ■which refreshments, short speeches, and general good cheer were pleasantly in- 
 termingled. Prof. W. H. Payne was re-elected president. 
 
 The sixteenth annual meeting was held at Kahimazoo, December 2G to 28, 
 ]866. Dr. E. 0. Haven delivered an introductory lecture on "The school, 
 the pulpit, and the press." Rev. Geo. B. Jocelyn lectured on " Woman — her 
 education." Prof. J. A. Banfield i-ead a paper on "The teachers of our com- 
 mon schools and the facilities for their professional education." A paper pre- 
 pared by Prof. Ten Brook, of the State University, was read by Dr. Haven, 
 the author being absent on account of sickness. Prof. E. Olney, of the Uni- 
 
HISTORICAL SKETCHES. 145 
 
 versity, read a paper entitled "An inquiry into the influence of mathematical 
 studies upon the mind." Prof. Kipley, of the Normal (School, presented the 
 subject of "Drawing," Prof. J. Bengal read a paper on the "Co-education 
 of the sexes," and Prof. A. A. Griffith gave, as a closing exercise, a literary 
 and elocutionary entertainment. Prof. D. P. Mayhew was elected president of 
 the State Association. 
 
 The seventeenth annual meeting, being the meeting for 1867, was held at 
 Lansing, commencing January 1, 1S68. Prof. A. Winchell opened the ses- 
 sions with a lecture on " The uses of science ;" Prof. Sill delivered a lecture on 
 "The effect of teaching upon teachers;" Prof. Hewitt, of Olivet College, read 
 a paper entitled, "A plea for a high standard of scholarship;" Prof. Payne, 
 on "Normal instruction ;" Prof. H. L. Wayland, on "The authority of the 
 past in matters of education," and Miss A. C. Kogers on "Orphan asylums 
 and Freedmen's schools." These papers were subsequently published in pam- 
 phlet form so far as they could be secured. Discussion was had upon the 
 question, " Should the state compel the education of her children?" A reso- 
 lution favoring the abolition of the "rate bill" was adopted. It was deter- 
 mined to hold the next meeting at Adrian. Prof. H. L. Wayland, of Kalama- 
 zoo, was chosen president. 
 
 The eighteeenth annual gathering was held in Adrian, opening Tuesday 
 evening, December 39, 1868. The county superintendents also held a meeting 
 at the same place, and, during a portion of the time, the two bodies united in 
 joint session. Superintendent Hosford gave an address to the united Associa- 
 tions on "The relations of the different parts of our educational system." 
 Prof. Wayland gave a lecture on "Woman and her destiny;" Prof. Griffith 
 on "Elocution." Prof. L. McLouth, of Battle Creek, read a paper on "Pri- 
 mary teaching and the means of its improvement." Miss Julia A. King, on 
 "Teaching outside of text-books." President Abbot upon the "Study of 
 English grammar," and Miss G. Webb on "Parental influence." Some of 
 the papers called out spirited discussions and naturally developed a wide 
 divergence of opinions. "The results of the county superiuteudency" were 
 considered, and a resolution was passed favoring the establishment of another 
 Normal School, and another favoring the admission of women to the Uni- 
 versity. President T. C. Abbot, of the Agricultural College, was elected 
 president for the next year, and the Association adjourned to meet in Saginaw 
 City. 
 
 In accordance with adjourn nieut, the nineteenth annual meeting was held at 
 Saginaw City, December 28, 29, and 30, 1869. The meeting of the county 
 superintendents occurred at the same time, and a portion ol the exercises took 
 place in joint session. Superintendent Parker of Oakland county read a paper 
 in joint meeting on the "County superintendent's relation to school reform," 
 and a joint discussion was had upon the question of "Compulsory education," 
 Superintendent Ford, of Berrien county, read a paper upon this topic. Super- 
 intendent D. Doty, of Detroit, delivered an address consisting of " Suggestions 
 to teachers." Prof. Daniel Putnam, of the Normal School, read a paper on the 
 "Relations of teachers to the insane." Miss Harriet Barnes, of Mason, on 
 " Examinations at the close of terms of school." Prof H. S. Frieze of the 
 University gave an address on "The relation of Greek and Koman to modera 
 liberal education," and Prof. Darrow, of the Normal School, read a paper on 
 "Methods of teaching Latin and Greek." Miss Kutli Hoppin, of the Normal 
 School, read a paper on "A woman's college," and a paper prepared by Mrs. 
 C. A. Cleveland, of Lansing, upon the " Education of women" was read by Pres- 
 
146 EDUCATION IN MICHIGAN. 
 
 ident Abbot. Prof. A. A. Griffith gave a conversational lecture on "Elocu- 
 tion and reading." , Prof. J. Estabrook, of East Saginaw, read a paper on 
 "The Bible in schools," which occasioned a very vigorous and protracted dis- 
 cussion. The sentiment of the Association, as a whole, was found to be 
 strongly adverse to the exclusion of the Bible from our schools by any legal 
 enactments. The Association decided to hold a meeting at some time during 
 the following August. Superintendent Duane Doty of Detroit was elected 
 president. 
 
 Pursuant to action at the nineteenth annual meeting a special session was 
 held at Grand Kapids, August 10, 11, and 12, 1870. A meeting of the county 
 superintendents had been held on the previous days of the same week, which 
 was fully attended and of considerable interest in the character of its papers 
 and discussions. The association was addressed by Kev. 0. H. Brigham, of 
 Ann Arbor, on "Words and their uses;" by Prof. A. A. Griffith on "Elocu- 
 tion and gymnastics combined ;" and by Z. E. Brockway, of Detroit, upon 
 "The influence of education upon crime." Valuable papers were read, by 
 Prof. E. A. Strong, of Grand Kapids, upon "A high school course of study;" 
 by Miss Kate Brearley, of Lansing, on "The force of human nature;" by 
 Prof. H. S. Tarbell, of Detroit, on "The teacher's personal danger;" and by 
 Prof. E. A. Eraser, of Kalamazoo, on the subject, "Teaching; by whom, 
 when, and where." Some of these papers were quite thoroughly and vigor- 
 ously discussed. A com.mittee of five was appointed to report at the next an- 
 nual meeting a course of studies for graded schools. The resolutions reported 
 gave occasion for a very animated debate, and were modified ia several points 
 before adoption. The Association adjourned to meet at Ypsilanti in December 
 of the same year. 
 
 The twentieth annual meeting was held at Ypsilanti, December 26, 37, and 
 28, 1870. Addresses were delivered by Prof. A. A. Griffith, on "Elocution;" 
 by E. G. D. Holden, of Detroit, on "Mrs. Grundy;" and by L. T. Ives, of 
 Detroit, on "Art and its relations to education." A paper was read by Prof. 
 W. H. Payne, on "The relations of the University to the high schools of the 
 State." This paper gave occasion for a protracted and somewhat exciting dis- 
 cussion. A paper was presented by Prof. J. E. Jacklin, of Detroit, on "The 
 spirit of the school;" one by Prof. J. F. Nichols, of Detroit, on "The rela- 
 tion of a principal to his school;" and one by Prof. Hardy, of Owosso, on 
 " The means and ends of education." The resolutions reported received more 
 attention than usual, and some of them were adopted after amendment. Con- 
 sideration was given to normal instruction in general, and to the question of a 
 normal department in the State University. Some differences of opinion were 
 developed touching these subjects. Duane Doty, of Detroit, was reelected 
 president, and the time and place of the next meeting were referred to the 
 executive committee. A small meeting of the county superintendents took 
 place in connection with this meeting of the Association, only sixteen of the 
 fifty-two superintendents being present. 
 
 The twenty-first annual meeting took place in the city of Detroit, opening 
 December 37, 1871. Prof. A. A. Griffith delivered an address entitled, " Prac- 
 tical elocution defined and illustrated;" Prof. I. M. Wellington, of Detroit, 
 read a paper upon "The teacher's ideal;" Miss D. E. Henry, of Grand 
 Eapids, on "Our work;" Prof. H. D. Harrower, of Paw Paw, on " Our 
 union schools;" D. C. Scoville, of Bay City, on "The manhood of strength 
 and gentleness ;" and Prof. W. B. Silber, of Detroit, gave an address upon 
 the subject, " Education inseparable from civilization." Short speeches were 
 
HISTORICAL SKETCHES. 147 
 
 made by Hon. J. D. Pierce, Prof. Joseph Estabrook, and W. D. Wilkins, of 
 Detroit. Prof. J. P. Nichols, of Detroit, was elected president. 
 
 Ttie twenty-second annual session occurred at Jackson, December 2G, 27 and 
 28, 1872. The attendance was large, and the exercises, as a whole, wove of a 
 high character. Addresses were delivered by President J. B. Angell, of the 
 State University, on "The reflex influence of the teacher's profession;" by 
 Prof. J. M. B. Sill on "The natural sciences;" by President T. C. Abbot on 
 "Novels and novel reading," and by Prof. C. A. Kent on "Tiie relation of 
 the State to the schools." Papers were read by Prof. U. W. Lawton, of Jack- 
 son, on "Preparation for the University;" by Prof. W. S. Perry, of Ann 
 Arbor, on " High schools ; " and by Prof. J. Estabrook, Principal of the State 
 Normal School, on "Normal schools." Some profitable discussion followed 
 the reading of some of the papers. Eesolutions introduced by Mr. G. B. Steb- 
 bins, of Detroit, in relation to the importance and value of scientific and prac- 
 tical education, were unanimously adopted. President J. B. Angell was chosen 
 president of the Association. 
 
 Before adjournment it was voted to accept the invitation of the Ohio State 
 Teachers' Association to hold a joint meeting at Put-in-Bay, July 3 and 3, 
 1873. The meeting was held accordingly, but was regarded by the Michigan 
 Association as an informal one, so far as it was concerned, and no report of 
 the proceedings appears upon the records. It will not be improper to state, 
 however, that members of the Michigan Association bore an honorable part in 
 the exercises. President Angell delivered an address upon " Tlie philosophic 
 study of literature; " D. Putnam read a paper on "The common schools his- 
 torically considered," and Prof. E. A. Strong on "Preparation for the high 
 school." Professors Olney, Sill, Doty, Bellows, and others took part in the 
 discussions. 
 
 The twenty-third annual sessions were held at Ann Arbor, occupying De- 
 cember 30 and 31, 1873. The transactions were subsequently published in 
 pamphlet form and generally distributed among the members of the Associa- 
 tion. The teachers were welcomed to Ann Arbor and to the University by 
 President Angell. A paper was read by Superintendent W. H. Payne, of 
 Adrian, upon the "Old and the new in education." The discussion of the 
 topic was introduced by Prof. Daniels of Grand Eapids. Miss Kate Brearley, 
 of Kalamazoo College, presented a paper upon "Systematic resting." Prof. 
 Z. Truesdel, of Flint, read a paper on "Normal instruction in high schools," 
 and Prof. Bellows, of the Normal School, read a brief paper upon the same 
 subject. Judge James V. Campbell, of Detroit, delivered an address upon 
 "The results of teaching." Miss Kuth Hoppin, of the Normal School, read 
 a paper entitled " The schoolmaster." Prof. Sill delivered an illustrated ad- 
 dress upon " The study and teaching of zoology." Prof. 0. B. Curtiss read a 
 paper on "Educational hindrances," which was discussed by Prof. H. S. Tar- 
 bell and others. Superintendent D. B. Briggs read a paper on "Teaching 
 common things." Prof. Hewitt, of Olivet College, gave a closing address upon 
 the subject, ' ' What shall we demand of our colleges ! " Prof. Daniel Putnam, 
 of the State Normal School, was elected president. 
 
 The twentv-fourth annual meeting of the Association convened at Kalama- 
 zoo December 28, 1874, and continued its sessions until the evening of the 
 30th. An address of welcome was made by Dr. Chapin, president of the school 
 board of Kalamazoo, to which the president replied on behalf of the Society. 
 President Angell, of the University, gave an address on "The philosophic 
 study of literature;" Prof. J. M. B. Sill, of Detroit, gave an illustrated lee- 
 
148 EDUCATION IN MICHIGAN. 
 
 tnre on " Natural history ;" Prof. Hilgard, of the University, discussed the 
 topic, "How to teach natural science to children," and was followed by Prof. 
 McLouth, of the Normal School, upon the same subject. Prof. Beal, of the 
 Agricultural College, also advocated the study of "Natural history," and il- 
 lustrated his method of teaching it. A paper on " Examinations : their pur- 
 pose and methods," was presented by Prof. Edward Olney, of the University, 
 and discussed by several gentlemen. Prof. J. 0. Jones, of Pontiac, read a 
 paper entitled " What preparatory work the high schools can do," which called 
 out an interesting debate. Prof. D'Ooge, of Ann Arbor, presented the subject, 
 "What the University and colleges ask of the high schools." Prof. Babcock, 
 of Mt. Clemens, read a paper on "Thejndependent work of the high schools," 
 which elicited considerable animated discussion. Prof. A. George, of Kala- 
 mazoo, presented an essay on the "Culture of teachers outside of their pro- 
 fessional work;" Miss Lucy A. Chittenden, of Ann Arbor, read a paper on 
 " School work in its relations to the moral and religious uature of the pupils," 
 and Prof. J. Estabrook, of the Normal School, presented the subject of 
 ""reaching reading practically considered," which topic was also discussed by 
 Prof. Sill. Eesolutions were reported and adopted recognizing the unity of 
 the educational work in our State, endorsing the action of the authorities of 
 the University in receiving students from approved high schools without the 
 usual examinations, and recommending the adoption of some measures to se- 
 cure uniformity in the courses of study and grading of the public schools. 
 Superintendent H. S. Tarbell, of East Saginaw, was chosen president, and 
 the Association adjourned with brief addresses from the out-going and in-com- 
 ing presidents. 
 
 The Association held its twenty-fifth annual meeting 'at Grand Eapids, De- 
 cember 28, 29, and 30, 1875. The Society was welcomed to the city by Henry 
 Fralick, President of the Board of Education, and a reply to the welcome was 
 made by President Tarbell. Prof. C. A. Kent, of the law department of the 
 University, delivered an address on "The origin and extent of the duty of the 
 state to educate." President Tarbell made an address in which he sketched 
 the outlines of a system suitable, in his judgment, for the schools of Michigan, 
 and also presented some practical suggestions in respect to the management 
 and organization of the State Teachers' Association. The suggestions and 
 recommendations were referred to two committees, one to report during the 
 sessions, the other at the next annual meeting. Gov. John J. Bagley and Rev. 
 D. C. Jacokes addressed the Association in relation to the "Centennial Educa- 
 tional Exhibit" at Philadelphia. H. A. Ford, of Kalamazoo, read a paper ou 
 " The relation of social science and education;" Miss S. J. Pyne, of Grand 
 Rapids, on "Preparation for teaching;" Prof. P. H. Pease, of the State Nor- 
 mal School, on "Teaching music to children;" Miss Julia A. Stanclift, of 
 Kalamazoo, on "Development of the perceptive faculties;" Prof. Daniel 
 Putnam, of the Normal School, on "The kindergarten ;" Prof. W. L. Smith, 
 of East Saginaw, on "A plea for vocal music in public schools ;" Supt. D. 
 Bemis, of Coldwater, on "The outside and inside dangers of our schools:" 
 Rev. J. S. Goodman, of East Saginaw, representing the State Board of Health, 
 on "School hygiene;" Miss M. L. Coe, of Grand Rapids, on "Physiology in 
 schools," and Mrs. A. J. Field, of South Haven, on " Heart and home educa- 
 tion." C- K. Backus, of Detroit, in an address, gave "An outside view of the 
 public schools," and Rev. D. W. Love, of East Saginaw, in an evening lecture^ 
 discussed "President Grant and our public schools." Prof. G. D. Herrick, 
 instructor in music in the schools of Grand Rapids, illustrated, by means of a 
 
HISTORICAL SKETCBE8. 149 
 
 class of children, his method of teaching vocal music. Brief addresses, upon 
 a variety of topics, were made by Mayor Pierce, of Grand Kapids, Eev. J. 
 Morgan Smith, and Dr. C. B. Smith, of the same city. Kev. Dr. Jocelyn, of 
 Albion, spoke upon the question of "The Bible in schools." Prof. E. Olney, 
 on behalf of one of the committees, reported upon some of the suggestions of 
 the President's address, and made recommendations which were adopted by 
 the Association. Among the resolutions adopted was one urging the necessity 
 of increased facilities for the proper preparation of teachers for their work. 
 Prof. W. S. Perry, of Ann Arbor, was elected president, and the executiv& 
 committee was appointed, in accordance with the vote of the Association, so as 
 to represent the various educational interests of the State. 
 
 The twenty-sixth annual meeting wag held in Lansing, December 26, 37, and 
 28, 1876. S. D. Bingham, President of the Lansing School Board, gave an 
 address of welcome which was responded to by the president of the Association.- 
 Dr. J. M. Gregory, Kegent of the Illinois Industrial University, delivered an 
 address on "An ideal school system for an American State." Addresses were 
 also delivered by Dr. J. B. Angell, President of the State University, on "Our 
 denominational colleges and the State University;" and by Superintendent of 
 Public Instruction D. B. Briggs on "Our common schools." Kev, D. 0. Ja- 
 cockes, Educational Commissioner of the State at the Centennial Exposition, 
 gave a lengthy oral report on Michigan's educational exhibit at the exposition. 
 Prof. D. Putnam of the State Normal School read a "History of the State- 
 Teachers' Association," which had been prepared in compliance with the request 
 of the Association. Miss Eectina Woodford ofthe Lansing schools, introduced 
 a class of pupils, and gave a "Model exercise'in reading." Papers were read 
 by Prof. Austin George of Kalamazoo on " A system of promotions ;" by Prof, 
 Calvin Thomas of Grand Eapids on "Literary work for pupils of higher 
 grades;" by Prof. J. W. Langley of Ann Arbor on "Methods of teaching nat- 
 ural philosophy;" by Prof. E. C. Gore of Detroit on "The utility of music;" 
 by Prof. P. D. Horton of Marshall on "Penmanship, and how to teach it;" 
 by Prof. I. L. Stone of Battle Creek on "Public school libraries;" and by 
 Prof. John Goodisou of Ypsilanti on "Drawing in the public schools." Prof. 
 H. A. Ford of Kalamazoo, in behalf of a committee appointed at the previous- 
 annual meeting, presented a report on the " State educational system." The 
 discussions of the several papers and reports were very generally partici- 
 pated in. Prof. 0. P. K. Bellows of Ypsilanti was elected president. 
 
 The twenty-seventh annual meeting of the Association convened in East 
 Saginaw, Wednesday, December 26, 1877, and closed the Friday following. 
 Evening addresses were delivered by W. S. George, editor of the Laming- 
 RepuUican, on "An outside view of the schools," and Dr. H. Q. Btitterfield, 
 President of Olivet College, on " The relations of the lower schools to the col- 
 leges." Papers were read by Prof. 0. A. Gower, of Saginaw City, on "Local 
 supervision of country schools;" by Miss Julia A. King, of Charlotte, on 
 "Botany in its relation to graded school work;" by Prof. C. B. Thomas, of 
 Niles, on "Educational fallacies and forces;" by Prof . D. Bemiss, of Cold- 
 water, on "The next step in the educational progress of Michigan ; " by Prof. 
 L. McLouth, of the State Normal School, on "The experimental teacliing of 
 natural philosophy;" by Prof H. D. Harrower, of Chicago, on "A field view 
 of the schools;" by Mrs. Kate B. Ford, of Kalamazoo, on "The kindergar- 
 ten;" by Mrs. L. A. Osband, of Albion College, on "The relation of the 
 teacher to the moral and religious culture of the future ;" and by Prof. I. N. 
 Demmcn, of Michigan University, on "The use of libraries in our public 
 
150 EDUCATION IN MICHIGAN. 
 
 schools, and the teacher's relation thereto." Prof. W. L. Smith, teacher of 
 music in the schools of East .-^aginaw and Saginaw City, illustruted, by means 
 of several classes of children, his methods of teaching music in schools. It 
 was decided that the annual meetings of the Association should thereafter be 
 held at Lansing. Prof. B. Olney, of Michigan University, was chosen as 
 president for the ensuing year. 
 
 The twenty-eighth annual meeting was held in Lansing, Dee. 25, 26, and 27, 
 1878. An address was delivered by Rev. John Bascom, President of the Uni- 
 versity of Wisconsin, on "Tests of a system of education." Prof. Ormond 
 Scone, director of the Cincinnati Observatory, gave a lecture on " The Sun." 
 Papers were read by E. 0. Vaile, of Chicago, on "The spelling reform ;" Miss 
 FlorcDce E. Cushman, of Niles, on "The needs of a higher culture in litera- 
 ture, and the means of securing it;" Prof. Delos Fall, of Albion College, and 
 H. N. Chute, of Ann Arbor, on "School exhibits at our meetings;" and Pro- 
 fessors W. H. Payne, of Adrian, and 1. N. Demmon, of the University, on 
 "Our school libraries." The last day of the session was devoted to a general 
 discussion of "Kural and ungraded schools," participated in by State Superin- 
 tendent C. A. Gower, Professoi^ W. H. Payne, George E. Cochran, G. T. 
 Fairchild, L. McLouth, 0. Hosford, I. M. Wellington, E. A. Strong. C. B. 
 Thomas, J. G. Plowman, Austin George, Z. Tiuesdel, T. W. Crissey, \Y. Cary 
 Hill, and many others. The constitution of the Association was entirely re- 
 vised. The attendance at each of the sessions of this meeting was very large, 
 and the proceedings filled with interest and enthusiasm. Prof. E. A. Strong, 
 of Grand Rapids, was elected president. 
 
 The twenty-ninth annual session opened at Lansing, December 29, 1879, and 
 closed December 31. An address was given by Rev. Kendall Brooks, President 
 of Kalan)azoo College, on "The relations of the public schools to the moral 
 and religious training of children." Papers were read by Prof. E. P. Church, 
 of Greenville, on "The outlook of our common schools;" by Prof. George E. 
 Cochran, of Kalamazoo, on "The exhibition of school material at county and 
 other fairs as a means of promoting education ;" by Prof. E. 0. Kedzie, of the 
 Agricultural College, on "The temperature of living rooms;" by Miss Ellen 
 Dean, of Grand Rapids, on "The Harvard examination for women ;" by Pro- 
 fessors A. Hennequin, of the University, and A. Lodeman, of the Normal 
 School, on "The teaching and study of modern languages in American schools 
 and colleges;" by Prof. \V. Cary Hill, of Battle Creek, on "Paid local com- 
 mittees of visitation for union and gi'aded schools;" by Prof. W. H. Payne, of 
 the University, on "The aspects of the teaching profession;" by Professors 
 Austin George, of the Normal School, and W. S. Perry, of Ann Arbor, on 
 "The classification in graded schools;" and by Prof. Z. C. Spencer, of 'J'ecum- 
 seh, on "The literary and professional training of teachers." A committee, 
 composed of Professors I. N. Demmon, W. H. Payne, and I. L. Stone, ap- 
 pointed at the preceding annual meeting to prepare lists of books suitable for 
 school libraries, made a report which was accepted and adopted. There was 
 an exhibition of considerable school material wliich wag very creditable. Prof. 
 C. B. Thomas, of Saginaw City, was elected president for the ensuing year. 
 
 The thirtieth annual meeting was held in Lansing December 28, 29, and 30 
 1880. An address was delivered by Dr. Malcolm MacVicar, Principal of the 
 State Normal School, on "The teacher and his work." An illustrated lecture 
 on the Yellowstone National Park, entitled "An evening in Wonderland," was 
 given by W. L Marshall, of Fitchburg, Massachusetts. The president of the 
 Association, Prof. C. B. Thomas, of Saginaw City, gave an address on " The 
 
HISTORICAL SKETCHES. 151 
 
 Association and the educational interests of the State." Papers wei'e pre- 
 sented by Prof. 0. A. Cook, of Dexter, on "The proper sphere of the village 
 high school;" by Professors I. M. Wellington, of Detroit, and 0. F. R. Bel- 
 lows of the State Normal School, on "Text-books versus better methods in 
 the school room ;" by Miss Euth Hoppin, of the State Normal School, and 
 Miss M. Louise Jones of Charlotte, on "Methods in history;" by Prof. I. N. 
 Demmon, of the University, on "The place of technical grammar in the 
 schools of to-day;" by Professor W. J. Beal, of the Agricultultural College, 
 on "The new botany;" by Prof. W. N. Haiimann, of Detroit, on "Primary 
 errors;" and by Prof. H. N. French, of Kalamazoo, on "The University 
 diploma system." A discussion on the subject, "To what extent do the stric- 
 tures of Mr. Charles Francis Adams, in the November number of Harper's 
 Monthly, apply to Michigan superintendents?" was engaged in by Professors 
 W. H, Payne, of the University, W. S. Perry, of Ann Arbor, and C. A. San- 
 ford of Lansing. State Superintendent C. A. Gower, chairman of the com- 
 mittee on "Needed legislation," appointed at the last meeting of the Associa- 
 tion, presented the following points for consideration: 
 
 1 Kind and amoinit of supervision desirablo for tlie country schools. 
 
 2. What extent of territory should constitute the unit for purposes of supervision 
 — township, county, or representative district? 
 
 3. Who thall examine teachers, — a board or an individual? 
 
 4. Who sliould superintend, — pne man or a board? 
 
 5. Shoidd ihe examining and supervising power be the same? 
 
 6. Method of selecting examiners and superintendents, — should it be by election or 
 by appoiiituieut? 
 
 7. 'J'he township and district libraries, — what legislation is needed in their behalf? 
 
 8. lielatiou of the Department of Public Instruction to the State educational insti- 
 tutiojis. 
 
 The consideration of the several points presented led to an extended and. 
 general discussion which created much interest. The following resolution was 
 eventually introduced and unanimously passed: 
 
 liesolved. That we, the members of tlie State T oacliers' Association, have full confi- 
 dence iji tiie ability of the committee on Ifgislaiiou to draft a bill that will best 
 meet witli tlie requirements of the State, and that we will heartily endorse and sus- 
 tain the measures that they judge best to bring before oiu- State Legislature. 
 
 Prof. Austin George, of the State Normal School, was elected president for 
 the ensuing year. 
 
 With tliis meeting our record of annual gatherings and exercises closes. 
 Nearly a third of a century has passed since the first organization of the As- 
 sociation. Its life has been full of the ordinary vicissitudes which are incident 
 to all voluntary societies, but in the main its days have been honorable and 
 useful up to the present time. 
 
 in. OTHER ASSOCIATIONS. 
 
 During the continuance of the system of county superintendency of schools, 
 from 1867 to 1875, an organization of county superintendents was maintained. 
 The earlier meetings of this Association were held in conjunction with the 
 State Teachers' Association. Circumstances, however, eventually separated 
 the two bodies, and the meetings of each were thereafter held independently 
 of the meetings of the other. This organization did much to improve the 
 schools of the State, from the fact that greater uniformity of purpose and of 
 modes of administration was secured, as an outgrowth of the various discussions 
 brought before it. 
 
153 EDUCATION IN MICHIGAN. 
 
 During the sessions of the State Teachers' Association in 1866, an informal 
 organization of the superintendents and principals of the larger graded schools 
 ■was made, and arrangements were entered into for another meeting the next 
 year. In 1867 a brief session of the superintendents and principals was held, 
 and a committee appointed to provide a form of permanent organization. 
 Whether anything further was ever done to perfect this organization we have 
 been unable to ascertain. 
 
 In the fall of 1874 a meeting of city superintendents of schools was held in 
 East Saginaw, and the City Superintendents' Association formed. This Asso- 
 ciation has since that time held regular meetings, and has accomplished much 
 good. The present standard course of study for graded schools in Michigan, 
 and the uniform methods of grading now adopted in the greater number of 
 such schools, are outgrowths of discussions at its sessions. Superintendent I. 
 W. Morley, of Bay City, is the president of this Association at the present 
 time. 
 
 In the spring of 1875 an Association of special music teachers in public 
 schools was formed in Detroit. Its second meeting was held in Grand Eapids 
 in the following December in connection with the State Teachers' Association, 
 and since that time its meetings have been held at the times and places of the 
 annual sessions of that Association. Its members have usually contributed the 
 musical part of the programme at the meetings of the State Teachers' Asso- 
 ciation, and several of them have presented papers upon the subject of "Vocal 
 music in public schools." At its meetings various systems and methods of in- 
 struction, uniformity in courses of study, and plans for securing a greater 
 appreciation of music as a branch of common school instruction, have been 
 discussed. 
 
 County teachers' associations have been organized and maintained in many 
 of the counties. These associations have usually had their origin in the teach- 
 ers' institutes. Whenever properly conducted they have exerted much influ- 
 ence for good in the communities where their meetings have been held. Town- 
 ship associations have also been organized quite extensively in various portions 
 of the State. 
 
JOHN M. (lEBGORY. 
 
MISCELLANEOUS. 
 
 I. SCHOOL LIBRARIES. 
 
 The original Constitution of Michigan provided for at least one library in 
 each township, and the revised Constitution of 1850 repeated the provision. 
 For the support of such libraries the same laws require that all fines assessed 
 and collected in the several counties and townships for any breach of the penal 
 laws should be exclusively applied to the library fund. In aldition to this 
 fund the Legislature, in the earlier days of the State's existence, passed laws, 
 affected more or less by later amendments, which provided for the levying 
 of local taxes for the support of libraries. The early school laws established, 
 not a township library in the strict acceptation of the term, but rather a 
 township depository of books, which were taken iu turn and in limited 
 numbers, to the several school districts. In 1850 the law was so amended 
 that the distribution of books to the several districts could be suspended 
 by the township board of school inspectors, and books could be taken by 
 individuals directly from the general collection. Under this amendment 
 many of the libraries became really central township libraries. In 1859 the 
 Legislature passed an act allowing the several townships to determine the ques- 
 tion of retaining the township library as such, or of dividing it among the dis- 
 tricts, thus making a small beginning of district libraries; and under the pro- 
 visions of this act a large proportion of the townships voted to divide the 
 books and, funds among the several districts. Unfortunately no efficient pro- 
 vision was made for the support of these libraries, and many of them have 
 ceased to exist, while the library funds, apportioned by the county treasurers, 
 have been, in many cases, unlawfully applied to other purposes. There is no 
 feature of the public school system of Michigan that offers so little encourag- 
 ment for boasting as that of the school libraries. The statistics show that their 
 growth has been feeble, and the amount of money voted by the townships, and 
 also apportioned by the county treasurers, for library uses has been small. 
 There are some cities and townships, however, which may be viewed as rare 
 and exceptional cases, in which the libraries are having a healthy support 
 principally by means of direct local taxation, and where all moneys received for 
 them are wisely expended, and the benefits which they furnish to the fullest 
 extent appreciated and enjoyed. 
 
 II. EDUCATIONAL PERIODICALS. 
 
 It is generally admitted that every profession, embracing any considerable 
 number of persons, has need of a paper or periodical of some kind specially 
 
 57 
 
154; EDUCATION IN MICHIGAN. 
 
 devoted to its int,erests. By the aid of imagination and a little arithmetic it 
 seems easy to provide the necessary means for the support of such a publica- 
 tion. Experience usually dispels all delusions in relation to this matter, and 
 leaves behind some practical wisdom bought at its full value. 
 
 An impression has existed, derived probably from the teachings of observa- 
 tion and experience, that it is more difficult to find support for a paper devoted 
 to education than for one devoted to any other specialty. For this and other 
 reasons most of the earlier journals of education were issued by associations, 
 or under the patronage and as the "organs" of societies, or under the patron- 
 age of the State. The prevailing belief at present is that educational papers 
 like others may be allowed to depend upon the operation of "the law of de- 
 mand and supply," and may be treated as ordinary business ventures. The 
 public sentiment of twenty-five or thirty years ago was different. No compe- 
 tent man in Michigan seemed ready at that time to assume the risk of publish- 
 ing a paper devoted exclusively to education without the promise and pledge of 
 aid, in some form, from the associated teachers of the State. The promise 
 was not always kept, nor the pledge always redeemed, but in the eyes of a 
 hopeful faith they had a tangible value. Under these circumstances one of 
 the most important works of the first years of its existence was the aid rendered 
 by the State Teachers' Association in the establishment and support of the 
 Micldgan Journal of Education. 
 
 The Journal was, during most of its existence, an individual enterprise, yet 
 its establishment at the time and its support during its infancy were undoubt- 
 edly due to the existence of the Teachers' Association and to the encouragement 
 which its action gave to the editors and proprietors. The project of publishing 
 an educational paper of some sort was not a new one in the State. The first 
 State Superintendent had issued such a periodical for a time. Some other 
 faint efforts had been made in the same direction. In 1843 the Superinten- 
 dent of Public Instruction, Franklin Sawyer, Jr., in his report "referred to the 
 necessity of some publication as an organ of communication between the nu- 
 merous school districts and his office," and "recommended that a definite 
 amount of the school moneys should be appropriated to secure its establishment." 
 He entered into a somewhat detailed statement of the uses and advantages 
 of such an organ, but his recommendations and arguments failed to influence 
 the Legislature. No appropriation was obtained, and no paper was published. 
 
 At the semi-annual meeting of the State Teachers' Association at Kalama- 
 zoo, in September, 1853, the project of an educational journal was presented and 
 very thoroughly and earnestly discussed. The subject was brought before the 
 body by the reading of a paper by Dr. J. M. Gregory, then of Detroit. This paper 
 had been prepared by him in consequence of a consultation between himself. Dr. 
 B. 0. Haven, then of the State University, and Prof. A. S. Welch, at that time 
 Principal of the State Normal School. The Association resolved, after careful 
 consideration, that the time had come to commence the publication of an edu- 
 cational monthly. Professors Haven, Welch and Gregory were elected editors, 
 with' two ladies who never accepted the appointment, and the first number of 
 the Michigan Journal of Education was issued January 1, 1854. This board 
 of editors continued in charge for only one year. In 1855 Mr. Gregory assumed 
 sole editorial charge, and retained the position for four years, retiring then to 
 assume the duties of State Superintendent of Public Instruction. The work 
 of editing and publishing the Journal, on the part of Dr. Gregory, was largely 
 a labor of love. The direct pecuniary assistance rendered by the Asso- 
 ciation was inconsiderable ; but its moral support and the concerted action of 
 
mSTORICAL SKETCHES. 155 
 
 its members often proved to be of great value, as the records of the Society 
 and the pages of the magazine abundantly show. At the meeting in Kalama- 
 zoo, upwards of three hundred subscriptions were pledged for the forthcoming 
 iirst number. In every subsequent meeting for several years, more or less time 
 and attention were given to its character and interests, and pledges of substan- 
 tial aid were made, some of which were honorably redeemed. Reports, resolu- 
 tions, and discussions were frequent, and sometimes, at least, to the advantage 
 of the periodical and the encouragement of the publisher. 
 
 In August, 1854, at the meeting in Marshall, Dr. Haven, Dr. Stone, and 
 Prof. Welch were appointed a committee to memorialize the Legislature to 
 secure the passage of an act to place a copy of the Journal in every school 
 library in the State. A memorial was prepared and presented at the session of 
 the Legislature in January of the following year. The result was the enact- 
 ment of a law authorizing the Superintendent of Public Instrnction to sub- 
 scribe for two copies of the Journal for each township school library in the 
 State, such subscription to continue through two years. The subscription was 
 immediately made to commence with the January number of 1855. Of this 
 measure the editor says, in the February issue, "It has placed our enterprise 
 on a footing that will enable us to devise yet more liberal things for the educa- 
 tional interests of the State." The paper was enlarged, in the following May, 
 from thirty-two to forty-eight pages, and it entered upon a period of greater 
 eificiency and usefulness. 
 
 Just before the expiration of the two years for which the state subscription 
 had been made, the Association instructed its executive committee to ask of 
 the Legislature a continuance of the state patronage. The passage of an "act 
 was secured by which a copy of the Journal was sent to each school district in 
 the State. The number of districts at that time was about thirty-eight hun- 
 dred. The circulation of the paper was in this way largely increased, and its 
 influence much more widely extended, although the pecuniary advantage to the 
 publisher was only trifling, from the fact that the State paid but sixty cents a 
 copy. Unfortunately, also, the continuance of this aid from the public funds 
 depended upon the good will of the Superintendent of Public Instruction, and 
 at the close of the year 1857 the state subscription was withdrawn. Some 
 sharp discussions followed in the columns of the Journal, in the meetings 
 of the Association and elsewhere, as a few of the older members of that body 
 will recollect, but the remembrance of them lies buried beneath the accumu- 
 lated dust of years, and their discordant notes need never disturb the ears of 
 the present generation of Michigan teachers. Having been elected to the ofiBce 
 of Superintendent of Public Instruction, Mr. Gregory retired from the edi- 
 torial chair of the magazine at the close of the year 1858, upon the completion 
 of the fifth volume. 
 
 At the session in August, 1858, the Association, after protracted discussion 
 and the consideration of various propositions, passed these resolutions : 
 
 1. That the Executive Board he, and are hereby instructed to execute, with some 
 responsible publisliing house, a contract for the publication of the Journal of Educa- 
 tion for one year from the first of January, 1859; Provided, That such publishing 
 house agree to assume all the pecuniary risks of the publication of the Journal; Pro- 
 vided, also. That the Association be permitted to retain the editorial management 
 and control of the Journal. 
 
 2, That in case the above arrangement cannot he effected, the Executive Board are 
 requested to make such provision as they may deem best for tbe maintenance of tlie 
 Journal till the next meeting of the Association. 
 
 It having been found impracticable to carry out the instructions of the Erst 
 
156 EDUCATION IN MICHIGAN. 
 
 resolution, the Executive Board made an arrangement with Prof. A. Winchell, 
 then of the University, to act as editor and publisher for the year 1859. 
 
 The new Superintendent of Public Instruction renewed the state subscrip- 
 tion, commencing with March of the same year, and continued it until the 
 repeal of the law authorizing the sending of the Journal to the school districts 
 of the State. The subscription closed with the May number of 1861. 
 
 The Journal w&B edited during the year 1860 by a board of twelve editors, 
 each editor preparing the matter for one month, and the publication was pro- 
 vided for by the Executive Committee of the Association. 
 
 At the beginning of 1861 the work of editing and publishing the paper was 
 assumed, at the request of the Committee, by Duane Doty, of Detroit. Various 
 causes conspired, however, to render the existence of the Journal precarious, 
 and it finally expired with the October or November number of the eighth year 
 of its publication, 
 
 With the decease of the Journal of Education, the State Association ceased to 
 have any official connection with the publication of an educational paper, and 
 its "good will" even, since that event, has probably been of no especial value 
 to any periodical. It can hardly be doubted, however, by one familiar with 
 the educational history of Michigan during the last thirty years, that the 
 establishment and support of the Journal, in the period of its greatest effi- 
 ciency and usefulness, were largely due to the material and moral aid afforded 
 by the Association as a body, and especially by a few of its most active and 
 enthusiastic members. On the other hand, it is equally obvious that the 
 Journal, particularly while under the editorial charge of Mr. Gregory, rendered 
 very great and important service to the Association. The Society "had invoked 
 the aid of the press, and through its organ it speedily rose from a mere local 
 organization to be known and honored throughout the entire State." 
 
 For four years we had no educational paper. Periodical discussions took place, 
 and projects were set on foot now and then, but nothing came of them until 
 January, 1866. At that date the publication of the Michigan Teacher was 
 commenced by Professors W. H. Payne and C. L. Whitney, at Niles. In the 
 second year of its existence it was removed to Ypsilanti, and Prof. John Good- 
 ison became associated with the gentlemen previously named in its manage- 
 ment and publication. In 1870 it was removed to Adrian, continuing under 
 the editorial charge of Prof. "Payne, assisted by C. L. Whitney, H. L. Wayland, 
 and Henry A. Ford. With the opening of the year 1871, the Teacher returned 
 to its birth-place, Niles, and came under the exclusive control of Mr. Ford as 
 editor and publisher. With one more change of residence, to Kalamazoo in 
 July, 1875, it continued under the charge of Mr. Ford until the close of the 
 year 1876, when it disappeared by absorption into the Educational Weekly just 
 commencing its existence in the city of Chicago. 
 
 Eleven volumes of the Teacher were published, and its life, though migra- 
 tory, was, for the most part, highly useful and honorable. Its demise was 
 regretted by many sincere friends among the teachers of Michigan and other 
 states. 
 
 In January, 1872, an educational monthly, called The School, was started 
 by some of the professors connected with the State Normal School at Ypsilanti, 
 and was continued up to the close of 1876, when it also was merged into the 
 Educational, Weekly, 
 
 Since 1876 there has been no educational periodical published expressly for 
 the teachers of Michigan until the present year, when the Michigan School 
 Moderator, a weekly paper issued by parties in the city of Grand Eapids, was 
 
HISTORICAL SKETCHES. 157 
 
 started as a private enterprise. Its pablicatioa was corameneed in October, 
 1880. 
 
 Several of the leading newspapers of the State have, for several years, devoted 
 a column or more each week to the interests of education. The most promi- 
 nent among these is the Lansing Republican, its columns that are devoted to 
 "schools, colleges, and teachers," being under the editorial direction of W. L. 
 Smith, Deputy Superintendent of Public Instruction. 
 
 III. SPECIAL AND PRIVATE SCHOOLS. 
 
 It has been deemed proper in preparing the preceding sketches to give ex- 
 tended notice to those matters only in which the State has been or is directly 
 interested ; with which the Superintendent of Public Instruction has held oi* 
 now holds official relations ; or to those of a general educational character. It 
 must not, therefore, be presumed that in the establishment and support of 
 private institutions and schools for special instruction the people of Michigan 
 have been neglectful. The opposite fact, however, should be recognized, for 
 in the maintenance of theological, medical, and law schools, business colleges, 
 industrial, parochial, and other private schools, and kindergartens, the munifi- 
 cence of the people has ever commanded admiration ; while to each of these 
 institutions much credit is due for the good accomplished in its owr appropri- 
 ate sphere. 
 
 IV. CONCLUSION. 
 
 The history of education in Michigan, as briefly detailed in the preceding 
 pages, presents an array of facts and develops marks of gradual progress, which 
 must be a source of gratification to every citizen of the State. Upon the sub- 
 ject of education no one can accuse the State either of apathy or of negligence. 
 It is a subject tliat has been constantly kept before the people, and generally 
 appreciated by them ; and amidst vicissitudes of different character its schools 
 have been secured, preserved and cherished. That there have been mistakes 
 made, no one will deny, yet it must be said at the same time that the design 
 of the State has been to plan well, and that the chief obstacles that have arisen 
 to retard progress have been principally of a local character. But withal, the 
 forty-four years of our educational history, since the adoption of the first or- 
 ganic law of the State, constitute an epoch to which all may gratefully and 
 with pride look back, and from which may be derived a light and a lesson for 
 the future.